Laura Van Leer RichardsonJune 10, 2012In-Service Project Analysis and ReflectionREAD 6430Feedback on this assignment was received from Lanette Moret on June 11th, 2012

In-Service Project Analysis and ReflectionSurvey

Technology in the Classroom Survey

We are asking 8th grade teachers to complete this survey in order to obtain information about online resources and technology they use in their classrooms.  That information will be used to plan and facilitate a workshop that provides instruction in resources less frequently utilized.  Our goal is that teachers can use this information to promote 21st century literacy skills in their classrooms.

Directions: Check or fill-in-the-blank in accordance to each question’s directions.

Due: Return by June 4, 2012.

1. Of the following, which Internet resources do you use in your classroom? (Check all that apply.) Edmodo Class Facebook Page Twitter Evernote Wikispaces VoiceThread Animoto Blogger Prezi Glogster BrainPop Wordle VisuWords Google Sites Other:_____________

2. Of the items checked in Question #1, describe how you utilize those resources.

3. Of the items listed in Question #1, which would you be interested in learning more about?

4. In what ways do you use online resources to promote literacy skills? Reading logs Reading discussions Reading journals Presentations

5. Of the following, which equipment do you use in your classroom? (Check all that apply.) SMART Board Document camera LCD projector

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Clickers Laptop Computers (for student use) iPads or tablets iPods or MP3 players

6. Of the items listed in Question #4, which would you be interested in learning more about?

7. Of the following, what tools have you accessed to obtain any or all of the technology listed in Question #5? (Check all that apply.) School PTA Grants State/Local Grants Asked parents for items/funding Asked teachers for items/funding Accessed a donor webpage (i.e., DonorsChoose.org) Other: _______________________

8. Describe ways you feel you need support with implementing technology to promote literacy.

9. What issues have you experienced in the past using technology?

10. What types of professional development would you access in order to further your knowledge on how to use technology to promote literacy? (Check all that apply.) Workshop during school face-to-face Online virtual workshop Workshop after school face-to-face Online pre-created presentation Resources from the Professional Library PLTs (Professional Learning Teams)

Analysis of Survey Results

The survey was administered to twenty-two eighth grade educators at two different Wake

County schools.  Both schools are similar with regard to teacher-student ratio, instructional time,

and demographics.  Teachers are encouraged to implement literacy strategies in the classroom at

each school, and these strategies and their success are documented through professional learning

groups and literacy committees.  Additionally, both schools have a data team that gathers and

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interprets information about local and state literacy assessments.  This data is used to plan

interventions and in-service training for staff in relevant matters concerning literacy.  Therefore

we decided our survey should focus on technology that could be used to promote literacy,

because despite interventions put in place by our respective data teams, we believe more could

be done to effectively utilize available resources.  According to Wepner, Tao, and Labbo (2008),

“Students use technology outside of school for entertainment, communication, and information.

Electronic devices such as cell phones, DVD players, iPods, digital cameras, handheld computers

or desktop computers provide students with immediate access to people, ideas, and

opportunities” (pp. 215-216).  Therefore, our goal was for teachers to discover new ways to

exploit students’ predisposition for technology to support literacy strategies in their classrooms.

Upon review of the survey data, it was revealed that teachers from both schools use

online tools such as BrainPop, VoiceThread, and Prezi.  However, many more interactive tools,

such as Edmodo, class Facebook pages, and Glogster, were not being utilized.  Teachers

expressed wanting more information on how to use programs such as Wordle, Facebook, and

Twitter with their students and to post information about their classroom.  Most teachers

surveyed reported only using online tools for presentations and not for reading logs or reading

support.  Of the technology used in the classroom, all teachers surveyed reported using a laptop

computer and an LCD projector.  Only three of the teachers surveyed reported using a document

camera and only one of the teachers reported using a SMART Board.  The respondents also

asked to learn more about using iPods and Clickers in the classroom.  Thirteen respondents had

asked for PTA Grants and parent donations in order to obtain classroom technology.  Only two

teachers reported using a website, such as DonorsChoose.org, in order to receive funding for

technology. Teachers reported using technology to support literacy by creating PowerPoint

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presentations and using BrainPop videos to provide reading opportunities.  Most teachers

reported having issues with technology in the area of equipment malfunction (i.e., the data

projector would not connect with the computer).  Finally, those surveyed reported wanting either

face-to-face workshop opportunities or access to an online workshop.

After concluding data analysis of the survey results, both researchers agreed that the area

of need for a face-to-face workshop would be to teach educators how make a connection

between using technology in one’s classroom to promote reading and literacy.  We prepared a

forty-five minute presentation covering a variety of Internet resources teachers can use in their

classrooms to engage students in technology and literacy.

Description of Workshop

As teachers entered the media center, we distributed sticky notes and asked that they

record a few thoughts about literacy and technology and post their responses to a large sheet of

chart paper.  In order to introduce our topic, we read the picture book It’s a Book by Lane Smith.

The book was intended to open the floor for a discussion about changing views of multiple

literacies.  As presenters, we were initially apprehensive about using a picture book with our

colleagues at the middle grades level.  However, It’s a Book was an appropriate choice for our

purposes, and the humor was very well received.  In the book, the donkey asks various questions

about whether or not you can use a book to perform the same functions as a laptop, all the while

being told by the monkey, “No.  It’s a book.”  We used this to emphasize that our students often

come from the mindset of the donkey.  While we may be more inclined to agree with the

monkey, as educators, we need to bridge the gap between technology and literacy.  In order to

stress the point of how students can engage in literacy development from use of technology, we

referenced researcher, Peter Johnson. Johnson (2003) states, “Noticing what children know and

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can do, and how they understand literacy, is easier when their literate learning is accessible

(visible and audible). This means that children need to read and write a lot, and talk about doing

so in ways that provide information about their learning” (p. 91).  

We addressed ideas from the sticky notes about the relationship between literacy and

technology.  One of the ideas that many teachers expressed concern about was the misconception

that reading does not occur while students are using their computers (e.g., reading Twitter feeds).

There was disagreement about whether or not this constitutes “literacy”.  As one veteran Social

Studies teacher commented, “I don’t think we can count spending hours on Facebook as time

spent reading.”  Another Language Arts teacher addressed this comment by noting, “We may not

call that reading, but our kids are decoding and comprehending text while they’re doing it.”  We

used this forum to segue into our session on how using technology can be used to foster those

reading skills.  At this point in the presentation, we distributed our handout to the audience.  

Handout

Using Technology to Promote Literacy

Website Web Address Use in the Classroom for LiteracyEdmodo http://www.edmodo.com/ -Wall Posts

-Class surveys-Post reports/documents-Q & A Forums-Post videos-Post Events-Post messages to students/parents-Post pictures

-Reading Logs-Surveys of Reading Responses-Questions can be posted and responded to for before, during, and after reading

Class Facebook Page http://www.facebook.com/ -Wall Posts-Class surveys-Post reports/documents

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-Q & A Forums-Post videos-Post Events-Post messages to students/parents-Post pictures

-Reading Logs-Surveys of Reading Responses-Questions can be posted and responded to for before, during, and after reading(NOTE: Use discretion when using Facebook for security reasons and accessibility from school network)

Twitter https://twitter.com/ - Post Articles to Read-Reading Response Journal Posts-Character Responses with interactions from classmates-Read current news articles and post reactions or “what you’ve learned”-Post Messages to Parents/students

Glogster http://www.glogster.com/ -Create Plot Development Charts, Character Profiles, or Advertisements for Books-Research Projects-Presentations

Prezi http://prezi.com/ -Present research-Plot Sequence of Events in Reading-Response Journals and make reading predictions

VoiceThread http://voicethread.com/ -Present research-Plot Sequence of Events in Reading-Response Journals and make reading predictions-Comment on source documents

Evernote http://evernote.com/ -Create notes on texts-Create study materials-Create quizzes over material

Animoto http://animoto.com/ -Present research-Plot Sequence of Events in Reading-Response Journals and make reading predictions

Wordle http://www.wordle.net/ -Define Words in Context-Create Word Lists from Speeches-Revision and Editing in Writing

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-Create Surveys and Analyze Response Data

Wikispaces http://www.wikispaces.com/ -Wall Posts-Class surveys-Post reports/documents-Q & A Forums-Post videos-Post Events-Post messages to students/parents-Post pictures

-Reading Logs-Surveys of Reading Responses-Questions can be posted and responded to for before, during, and after reading

Webpage Group’s Thoughts on Webpage

“Noticing what children know and can do, and how they understand literacy, is easier when their literate learning is accessible (visible and audible). This means that children need to read and write a lot, and talk about doing so in ways that provide information about their learning” (Johnson, 2003, p. 91).

We briefly reviewed the list of websites included in the handout and explained the next

step in the workshop, group activity time.  For this, we organized the teachers into groups by

content area and asked each group to pick one website from the list on the handout.  Upon

choosing a webpage, they accessed this site on their school laptops and reviewed the website.

After completing a review of the website, each group conferred amongst themselves and decided

upon one or two ways they could use this website in their classroom to promote reading skills in

their content area.  We allowed the groups to work for about ten minutes together on the group

activity.  After group work time was completed, each group took the opportunity to share their

thoughts and feedback of the website.  While each group was presenting, we displayed that

particular website on the LCD projector at the front of the room, so the other groups could see

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what particular website was being referred to.  We also used this time to discuss potential

advantages and disadvantages of each website.  For example, the group that chose Twitter

commented that they liked that students’ responses would be limited by the number of characters

they can use; therefore, students have to choose their words carefully.  

After all groups completed presenting their thoughts and feedback, we explained how

teachers must not only create ideas for technology, they must also create a purpose for the

technology’s use in the classroom.  Furthermore, in many cases, their purpose coincides with

school-wide reading goals and strategies.  The workshop concluded with the distribution of final

feedback surveys to the group.  Overall, the attitude of the audience was positive, and multiple

teachers thanked us for our time and the opportunity to further their knowledge about technology

in promoting literacy.

Evaluation of Workshop

Evaluation

1. How likely are you to use one of the websites discussed in this workshop?1 (not at all)    2     3     4     5 (implement regular use)

2. Rate the usefulness of the handout used in this workshop.1     2     3     4     5

3. Rate the usefulness of the group activity used in this presentation.1     2     3     4     5

4. On this back of this sheet, use the plus/delta chart to comment on today’s workshop.

5. Do you have any other questions, thoughts, or suggestions about today’s workshop?

          

In review of the post-evaluation survey results, eleven out of twelve workshop attendees

reported that they would be likely to use one of the websites discussed in the workshop.  Ten out

of twelve attendees rated the usefulness of the handout, as well as the group activity, as

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extremely useful.  The plus/delta feedback included both positive and negative feedback about

the workshop.  Attendees reported that the “handout was creative”, they “enjoyed the group

activity immensely”, and that their “fear of technology and lack of knowledge has been

lessened”.  However, many attendees reported not having enough time to work together as a

group, as well as their dislike for staying after school for a workshop due to end of the day

fatigue.  Some suggestions given were to send this handout to rest of our school staff, create an

online version of the workshop for those who felt that after school was not an opportune time to

learn, and to add more websites to the list.

           Overall, we felt the workshop was a success and that learning took place. Due to the

positive response feedback on the post-evaluation survey, there is evidence to prove that the

choice of content (using technology to promote literacy) is applicable and relevant to our

teachers.  Teachers learned about new websites, as well as how to use these various webpages in

their classroom.  The suggestions made for change were all positive and constructive criticism.

The idea about how the face-to-face workshop could be morphed into an online workshop allows

teachers choice in time to “attend”, as well as constant access to go back and review information

covered.  The suggestion to add more websites to the list could be better implemented if the list

were posted online, such as on a school’s Wikispaces page, in order to create a living document

and not simply a handout.

Reflection

During the planning stages of the In-Service Project, we felt confident in creating a

survey for our staff that would allow us to inquire about what they would want to learn.  The

administration of the survey was easily implemented due to the staff’s willingness to participate

and interest in learning about a new area of study: how to use technology to promote literacy.

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The creation of our workshop was difficult initially.  We struggled to find an appropriate day and

time that would allow staff members from two separate schools to attend.  This issue was only

further exacerbated due to one school being on a traditional calendar, while the other is on a

year-round schedule.  Eventually, the decision was made to conduct the workshop after school at

the year-round school and invite teachers from the traditional school to attend. This way, we

were able to accommodate our schedule, as well as that of the teachers in our case study.

We enjoyed creating the handout to deliver to our audience, because our own learning

was furthered in the process.  Both of us were knowledgeable in how to use websites to foster

literacy skills, yet there were Internet resources we studied that we each had not utilized before.

Our opportunity for research and peer collaboration allowed us to grow as learners and further

our own capabilities as educators.

The workshop’s implementation was a positive experience and the audience interaction

allowed an ideal learning environment.  The discussion regarding whether or not reading

Facebook was reading allowed a perfect “teachable moment” for the both of us to instruct our

audience and segue into our lesson for the afternoon.  The audience’s reaction to the group

activity proved that learning took place, and we were able to consider ideas from their feedback

that we had not originally thought about.  This enabled us to be learners, as well as facilitators, in

the workshop.

The post-evaluation survey provided an accurate assessment of the positives and

negatives of our workshop.  The audience’s feedback will assist us in improving our workshop

before we move forward to provide this learning experience to other educators at Durant Road

and Martin Middle Schools.  Our administrators heard from attendees that their experience was

instructional and time well spent, thus our goal now is to take the feedback and create a virtual

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experience for future opportunities to learn about technology and literacy.  After realizing that

the “after school” opportunity would not promote increased learning, and in fact could hinder

acceptance of new information, we feel that teachers would be better served by allowing our

information to be accessed virtually.  The workshop experience has concluded with learning

from all those involved, both workshop attendees and facilitators.  We have an understanding of

how to create and implement a survey, review the survey data to make informed decisions, create

a professional development workshop based on data and research, and to reflect upon our work

to make improvements for future implementation.

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References

Johnson, P. (2003). Assessment conversations. The Reading Teacher. 57 (1), p. 90-92.

Smith, L. (2010). It’s a book. New York, NY: Roaring Book Press.

Wepner, S. B., Tao, L., & Labbo, L. D. (208). Leading with technology. In S. Wepner & D.

Strickland (Eds.), The Administration and Supervision of Reading Programs (pp. 212-

230). New York, NY: Teachers College Press.