Technology and Literacy

Schmidt Article

2007-12-02T13:46:00.000-08:00

First, let me say that I really enjoyed watching everyones' Digital Story's. They were all so creative. I can see how young students could get so involved in a project such as this one.

The Schmidt article put a lot of things into perspective in terms of the connection between literacy and technology. It was helpful to read about what teachers need to know to be able to integrate technology into their literacy instruction.
It was interesting to read that literacy is considered a "moving target", in that it is constantly redefined as new types of technology emerge, and what it means to be "literate" change with the new technology. I have never thought of it this way, but it is good information to know when planning literacy instruction in the classroom.

There were some key ideas that I took away from the article:

1. Technology should involve collaboration between students, as it will foster language acquisition in students, as well as motivation and engagement.

2. Utilize different form of assessment; oral language, children's work, tests, authentic reading and writing.

3. "Developing good content requires a thoughtful interweaving of all three key sources of knowledge - technology, pedagogy and content" (Schmidt)

Personally, I feel more confident when it comes to teaching the actual technology tools then the actual literacy content. This might be due to my lack of experience at teaching reading to children, so I am sure my confidence will grow with time.

As this is the end of our blogging, I would like to ask my classmates to offer any words of wisdom or advice in terms of teaching. I am currently teaching Pre-K, but would like to teach elementary someday. The thought of this intimidates me, and I would like to hear from some of you that are already teaching.

Thanks!

Article: Technology in the Early Childhood Classroom

2007-11-27T17:50:00.000-08:00

Hertzog, N. & Klein, M. 2005. Beyond Gaming: A technology explosion in early childhood classrooms. Gifted Child Today. Vol 28, no 3. Pages 24-65.

This article discussed how technology has taken on a huge role in Early Childhood classrooms. The article states that, "This generation of students , now referred to as "digital natives" in the computer industry" These Digital Natives were born into a world where technology, or personal computers, are used in everyday life. These children are everywhere that involves computers.
The article poses the question, "How can we channel their curiosity and use technology to help them grow intellectually, socially, and emotionally?" This article gives examples of how a particular school utilizes technology in their Early Childhood program.

First, Clements and Sarama (2003) outline the value of technology in 5 areas;

Social and emotional development
Cognitive Development and Learning
Creativity
Language and Reading

They stress that computers can bring students together, and help children to develop social skills. It was interesting to find that "Preschoolers spoken words per minute were twice as high at the computer then at any other activity." These children are working together, and building new vocabulary as they create and use their imaginations. This can be done when computers are used in a way that helps students to use problem solving skills and original ideas and concepts.
The article describes computers that are used as "Mindtools" when students are given a blank slate from which to work, whether it be art design or word processing. Students can benefit greatly when they are allowed to explore and create freely without boundaries.

The article also discussed how computers can strengthen literacy instruction. First, students enhance their writing when they are focusing more on the flow of ideas, rather then actually writing the words. Also, students are more motivated when they have authentic reasons to read, write, and share. It also helps that students are able to go back to their work on the computer and change things or add on whenever they need to.

There are also many ways that teachers can use technology to enhance their classrooms. First, teachers can include digital photos, scanned artwork, audio/video, and music in the students' portfolios.

This article gave me ideas on ways I can use computers and technology in my own early childhood classroom. For example, I could make a slideshow of the digital photos taken during the day, or week, and play them on a computer for parents to see when they drop off or pick up their children. I would also love to digitally record the students involved in an activity and be able to play it back for students, parents, and other teachers.

I found this article to be informative and contain many ideas and innovative ways to use technology in the early childhood classroom.

Article: Digital Cameras

2007-11-20T19:12:00.000-08:00

Bull, G. & Thompson, A. 2004. Establishing a framework for digital images in the school curriculum. International Society for Technology in Education. V. 31, pgs. 14 - 17.

This article described how digital cameras can be used in the classroom. This article was written in 2004, when digital cameras were just beginning to appear in classrooms to be used as an educational tool for learning. Although the article was written several years ago, it offers many ideas and tips for using digital cameras in today's classrooms.

The authors outlined a framework for the use of digital images in the classroom. They describe 4 steps that are involved when using digital images:

1. Acquire images
2. Analyze images
3. Create instructional activities and products with images
4. Communicate and disseminate products and outcomes

These steps are not linear, and will often cycle among the phases.

There are many benefits of using digital cameras as opposed to disposable/Polaroid cameras. First, images can be transferred onto a computer and placed into word-processed documents, or saved into an electronic portfolio. Also, children are able to automatically view their photos and retake them as needed.
There are some downsides to digital images. For example, printing the images can become expensive for students and/or teachers.

There are so many uses for digital cameras in the classroom, such as; data collection, visualization, and commication tools.

I feel this article helped me to better understand how I can incorporate digital images into my classroom. The breakdown of the 4 steps made it more clear as to what we can create with the images. It was also good to read how digital cameras can be used across the content areas.

In my classroom today, I gave one of my children my digital camera so he could take a picture of the train track he built, so he would be able to build it later, based on the picture. i taught him how to zoom in and out, look at the pictures he had taken, and of course, take a picture. He seemed so excited to learn how to use a digital camera.

I will continue to research the topic of digital images in the classroom so that I am able to implement them in the most innovative ways possible.

Technology and Children

2007-11-13T12:07:00.000-08:00

Over the past couple of weeks, I have witnessed young children interact with technology in many different ways. I watched my 31/2 year old Goddaughter use her play 'laptop' to count shapes and press the corresponding number key. I also watched two 3 year old girls play with a Disney Princess Laptop which had a touch screen and many different games. Watching such young children use and understand technology is such an awesome experience for me. If I want my students to be engaged in activities, it is getting to the point where some of them need to involve technology. Children are going home any playing computer games, playing educational video games, and watching movies on Ipods. Technology is just a part of their lives, and as a teacher, I need to take this into consideration when planning activities for my children.

In a couple of weeks, our theme will be "Family", and I was thinking that, time allowing, we could take the pictures the students bring of their families, scan them, and create a Digital Story with narration from the children. I am just unsure of how I would record and transfer the children's voices without an Ipod.

Writing Process and Technology

2007-11-06T17:12:00.000-08:00

The article by Scot and Harding gave me a better understanding of how to connect a technology project to the writing process. This is such a great way to teach the writing process, because it directly involves the students in their own learning. Looking back to classes I took when I was younger, I think that adding the technology aspect would have gotten me more involved then the standard lectures, especially in my Social Studies classes. For example, in high school Social Studies, I think I would have gained more if we were allowed to use computers, digital cameras, and video cameras when studying history. It adds such a personal aspect to the lessons, that one can't help but retain the information. This is also a great way to have students use teamwork, and practice their compromising skills. What a great feeling the students must have when they are able to show their classmates, teachers, friends, and family their finished project.
This is definatly something I would do in my own classroom.

Blogging in the Classroom

2007-10-30T18:42:00.000-07:00

Now that I have an understanding of blogging, and how it works, I can think of many ways to use it in the classroom. I would like to someday have a classroom blog where parents can log onto the Internet and check out what we are doing in the classroom. I think this would be a great way to build a stronger connection between home and school.
I could also have (older)students read a story, and journal about it in a blog format. This way, students can view one another's entries and comment on them.
I also think it would be really exciting to blog with another classroom, or even another school. This would give students the chance to hear the views of others outside of their own classroom.

On the note of Digital Storytelling, I hope everyone is doing well with their stories. I am finding that coming up with what I am going to say is a difficult task. I am creating a story on Jewish history, so the research aspect makes it more difficult as well. I can't wait to get to the actual movie making!

Deubel

2007-10-22T19:48:00.000-07:00

The Duebel article was a great refresher on how to select quality software for students. The guidelines were clear, and got me thinking about how I should evaluate the software I give to my students. As soon as I find time, I plan on going through the software in my classroom, playing it, and evaluating it based on the guidelines in the article. I want my students to benefit from the software, and not just play it without knowing "why" they are playing it.
I was also thinking of bringing in my laptop and having the children paint/type/play games because the classroom computer is a bit outdated.
On an unrelated note, does anyone know of any good read-aloud stories/chapter books for Pre-K, (4 and 5 year-old) children, (besides Junie B)? I am trying to find something with substance, yet fun and silly.

Digital Storytelling

2007-10-15T17:34:00.000-07:00

As we talk more about digital storytelling, the whole process makes more sense to me. The activity we completed in class really helped me to understand that a digital story is more then just digital pictures; it tells a story, rather than simply displaying pictures.
I liked Amanda’s idea of documenting the process of an activity that the children do, and creating a digital story from that.
I continue to struggle to fit everything that I want to do with the children, as we are currently focusing on letters, (Handwriting Without Tears), social skills, and name writing. However, I am going to be thinking about the upcoming activities and how I can incorporate a digital story.

Seventh Entry

2007-10-09T07:22:00.000-07:00

The idea of using digital storytelling with students is an exciting one. It is such an engaging and fun activity, that would get students excited about both storytelling and technology. I am inching to do something like this in my room, but I am struggling to find time to do it. We are talking about pumpkins this week, and I would like to, (after they have painted and decorated their pumpkins) have them pose with their pumpkins and dictate a story about it. I would then like to put the picture with the text and let them share with one another.
My students are starting to get more into reading and writing as the year goes along, and I think that adding the technology component and actually having students publish stories will get them more excited about reading and the writing process.

Sixth Entry

2007-10-01T15:45:00.000-07:00

When I first learned about asking and generating 'fat' and 'skinny' questions, I have been really interested in the subject. I can only imagine how bored students would get if they were only asked the 'skinny' questions, and never asked to generate questions of their own. I believe that there are some times when the 'skinny' questions are appropriate, but the 'fat' questions are the ones that really get the students thinking, and should be used as often as possible. Allowing the students to generate their own 'fat' questions is more engaging, and gets them more involved in their learning.

I also liked the Webquest that I looked over. I enjoyed creating one for a University course, and I think they are a very useful tool for teachers. I like that they go step-by-step and include a rubric for students to reference while working.

Fifth Entry

2007-09-25T18:07:00.000-07:00

I really connected with the Sprague and Dede article. I have always found the Constructivist theory to be interesting and effective. I once completed a practicum at a Constructivist school in Waterloo, Iowa. I was in a Kindergarten classroom. The entire curriculum was based on Constructivist ideas. I liked the fact that the children's interests were taken into consideration and worked into the curriculum. This allows the children to be engaged in their own learning, and motivated to do their very best work. I also liked the fact that teaching the students involved asking them critical thinking questions and having them build their own knowledge by questioning the world around them. The students would take their prior knowledge and apply new information in order to construct meaning.

In my own Pre-K classroom, I have tried to incorporate some aspects of Constructivism. I encourage my children to work thought their problems, and try to guide them instead of direct them. I also let them explore and ask questions, and try not to give them all the answers, as I do believe that children learn through experience.

Some of my fellow students found the constructivist classrooms to be "chaotic" and "disorganized", due to the fact the curriculum is so student centered. I can see how they could interpret the classrooms this way, but I feel that they were not looking at the whole picture. It may not be a 'traditional' classroom, but it gets the students more involved in their learning.

Fourth Entry

2007-09-16T18:14:00.000-07:00

I really enjoyed reading the Rowen article, as it had many new and different ways to engage and involve students in reading and literacy. I liked the idea of having the students write to an 'imaginary' character, (like the Micro-Man). I know that my students would get excited if they were able to write to someone/something and receive an answer back. I think that this activity would help the children develop their question-generation skills. I could have the children write to different animals and have the animals 'answer' their questions.
Another literacy activity we participate in involves writing back-and-forth to a Kindergarten class. We talk about what it is like at our school, as well as ask them questions about their school. My kids get excited when they receive a letter from the Kindergarten kids, and love to write back to them.
I love creating literacy experiences that really get the children involved and excited about writing and reading. I am working within myself to always look 'outside of the box' and try to make literacy fun for my students.

Third Entry 9/10/07

2007-09-11T17:49:00.000-07:00

My four and five year old students are just now really learning how to use a computer, as our classroom is the the only one with a computer. We have various games, (Jump Start, Lion King, Tonka Trucks) that the children play almost everyday. I think that playing these games is a great way to enhance their hand-eye coordination, as well as supplement what we are teaching them during lessons. I understand the importance of connecting technology with the curriculum, so I am thinking of ways that I can connect our computer games with what we are teaching. It might be difficult, considering computer games tend to be more linear so it might be hard to create a connection. However, I have been brainstorming ways that I can use technology to teach with my students and connect it with the curriculum. I was thinking that I could use digital cameras with the children and have them take pictures and dictate a story to be published. I could connect this to just about any theme that we do in Pre-K. For example, next week we will be talking about the 5 senses. For this theme, I could have the children go around the center and take pictures of things they could see, smell, taste, touch, and hear.

I am also struggling with the fact that there are so many things that I want to teach my students before they go to Kindergarten next fall, (Social Skills, the alphabet, manners, numbers...) that I don't know when I will find the time to implement as much technology as I would like. Also, our days are filled with worthwhile activities as it is, so it will be a challenge to fit technology into the picture.

Secone Entry: Howell

2007-09-04T11:14:00.000-07:00

After reading the Howell article on using technology to create books, I had so many ideas swimming around in my head about technology and literacy. This article helped me to realize the vast amount of projects that can be created using a school's available technology. Language Arts, from early elementary to high school, does not have to consist of just reading out of a textbook; it can teach children and engage them through projects and activities on the computer. I work with Pre-K children, but I think that I could alter some of the ideas in the article to fit my age group. I loved the idea of having older student write books for younger students. I think that my students would be able to dictate stories, which I could then print out, have then illustrated, bind the books, and have the students share with one another. I could also have my students write books for the younger children in the center, or for family members. We could introduce the concept of fiction and nonfiction, and write some factual books.

Literacy plays such a huge role in Preschool education, so I want to make sure I give my students a strong appreciation and understanding of books and reading.

First Blog: Technology

2007-08-27T14:43:00.000-07:00

The articles that I read for class were very interesting, and got me thinking about the role that technology has in education today. In the Kajder and Bull article about Blogs, I learned more about what a 'Blog" is, and what it can be used for in the classroom. Before reading or hearing anything about blogs, I thought that they were simply used as online soap boxes for bitter twenty-something college students. I now realize the impat that blogs can, and are having on literacy education. Students, espically those with reading difficulities, can benefit from using blogs to record their feelings and reactions to class readings. By using a blog, they are able to receive immediate feedback from their peers, as well as gain an immediate feeling of accomplishment. Blogs give students the chnace to discuss and review class readings in a new, and exciting way.
After reading this article, I now have a better idea of how I could use blogs with my future students. Currently, I work with 4-5 year-olds, so blogging might not work as well with this age group, but during this course, I will be looking for new ways to integrate technology that will be age appropriate, educational, and fun for my Pre-K students.

I also found the McKenzie article to be very interesting. I have never had to select software for a classroom, but after reading this article, I feel more confident for when I do have the opportunity to. I found the 'Intelligence" checklist to be a useful and clear tool for choosing software. I believe that it is important that software is chosen based on the Multiple Intelligences because they play such a huge role in curriculum and lessons as it is.