Chapter 10: What about Literacy 3.0 Continuining Professional Development

Chapter 10: What about Literacy 3.0 Continuing Professional Development:

“Teachers are often technology users, but staying abreast of the continuous development of technology that could impact literacy learning and the acquisition of new literacies takes considerable time and planning.”(Johnson,153)

I found it very interesting to learn about the two models of professional development; PLCs & PLNs. Both in which help teach new literacies, along with how to incorporate technology (social media, and how to navigate.)

PLNs include: social media, blogs, podcasts, videos, ect.

As a blogger myself, I feel as my learning for each chapter has enhanced due to my blogging. I reflect on the information I gain through reading, and in many cases I am able to reflect on experiences in my education. I truthfully believe blogging gives students some free rain when it comes to reading. Instead of answering study guide questions, which I am sure students dread; by writing a blog you have the freedom on what you write about. What you found interesting in the chapter, what you liked, what you didn’t like, and then reflect. By giving students this freedom you are engaging them more, you’re allowing them to write what they think and feel, and they are able to express this. Something many teachers don’t allow. Some teachers believe that their thoughts and ideas are all that matter, when in fact, the student’s thoughts and ideas are the most important, they will become our future.

The other point in which I want to comment on is the use of digital teacher portfolios. I think that is a really interesting way for students to not only learn a bit about their teacher, but the projects that he or she has completed in the past with other classes, the importance of the projects, and the objectives and outcomes. I think by showing this information to students, teachers are exposing them to expectations of the course/project and the ways in which they will grow through this project. Each project has a set of specific outcomes. In particular; how to grow from this, what you will learn, and how can this be applied to the real world.

Chapter 8: Technolgy Across the Curriculum

Chapter 8: Technology across the curriculum

“Students must be problem posers as well as problem solvers and problem posing beings with asking questions.” (Pg 119 in textbook)

This was one of the first sentences in our reading for this week, and it really got the wheels rolling and made me reflect on personal experiences from early on in my education. Our textbook says, that children are made out to believe knowing the right answer is highly more important than asking the questions that may deeper in meaning, relating things to one another, having purpose behind a question; a derived straightforward answer. When in fact asking questions should hold much more importance. Reflecting on my education early on I remember being terrified of the idea of raising my hand when I had a question. I was always worried of being judged for asking a “dumb question.” What would my peers think of me? What would my teacher think? Would he or she think I wasn’t paying attention and get angry at me? I remember my dad always telling me there was no such thing as stupid question, however, we live in a society where are judged by every movement, and every statement we make, so how does that make a child feel when it comes to asking a question?

I think the importance lies in the teacher’s hands. Each teacher in his or her classroom has to create a safe environment for students to feel like they can ask a question without being judged for it. Asking questions is what entices or enhances children curiosity, and throughout that curiosity they learn and gain knowledge. Also, one thing I found very interesting and hadn’t thought much about before was, when teachers express their interests in the classroom in front of their students, they motivate them. They motivate them to ask questions, to be curious, to want to learn more, and then to gain the knowledge throughout their experiences and experiences to come.

This concept or topic of asking questions has dominated my entire post for this chapter, and I think it says a lot. I believe this is a very important thing that teachers and future teachers need to take into consideration when running their own classrooms. Create an environment where children feel safe to ask questions, no matter how irrelevant they may be to the subject being taught. Express your interests in front of your class to motivate them, entice them to want to learn more, and by doing this, you are making a difference in a student’s life of learning.

Chapter 7: Writing Online.

Like I am sure many of my classmates have said on their blog, this chapter brought together all these ideas and concepts of using technology in a classroom setting, giving it purpose and meaning in a way in which I think it could be very successful. Technology was never used like this when we were kids, and I think that is why I was so skeptical about anything but a traditional way of learning.

My favorite quote from this chapter was, “Writing is a complex,multifaced, and purposeful act of communication.” (Pg 99) I think it exemplifies that writing has a multitude of purposes, and I think many people think of writing, as clean cut writing, with the purpose of learning, but it really is about communication. Communicating ones thoughts, ideas, opinions, background knowledge etc. Through your writing you are participating in your right of freedom of speech, you may teach someone something through your writing, and learn something through what you read. Writing is not just writing with pen and paper anymore, its writing online, using technology to write, express ones thoughts.

Everything now a days seems to be online, or technology based. I just previously went for my Foundations of Reading Mtel, and I truthfully don’t know why I was surprised to find the test was a computer based exam.  As our world evolves technology evolves, or should it be as our technology evolves our world evolves. I think the two are closely tied together. As we evolve, how we learn, how we communicate change and transform to satisfy the needs to successfully live, learn,  and strive evolve as well. We live in a world in which always will evolve, and we must become adaptable to this evolution. Before we know it, we will be living in a world with flying cars, and it is up to us to adapt our ways, (teaching instruction, the way we live, etc.) to evolve with our world to become successful.

Children's Book Review: "Best Friends: The True Story of Owen and Mzee" By: Roberta Edwards illustrated By: Carol Schwartz

Review on Book:

This is a true story about a hippo and a tortoise who become best friends. Owen(the hippo) is about one years old, when a storm hits where he is from(East Coast of Africa) when he looses his family.He luckily was rescued by people, who knew he would need a knew home, and brought him to a special zoo which takes care of animals who won't be able to survive in the wild. The zoo is called Haller Park.

Mzee is an 130 year old tortoise who lives at Haller Park. Mzee does not socialize with other at the park, until he meets Owen, and the two become inseparable best friends.

I think this a great children's that teaches children the lesson of friendship.

Chapter 6 Using E-Tools to scaffold comprehension of E-Literature

“ As the world told becomes the world shown, the texts of the 21^st century will require new skills, strategies, and new pedagogies to support students’ transactions with these multimodal, multimedia texts.”

            - Frank Serafini(2012, p. 27)

I thought it was important to incorporate this quote in my blog this week because it exemplifies the basic ideas, concepts, and purpose of this chapter. Throughout this chapter we read about the importance to know not only the effectiveness of the E-tool being used, but the comprehension levels being reached, and other skills learned and gained throughout using E-Tools in the class room setting compared to using traditional tools or texts.

“ As much as the digital environment supports comprehension, it also increases the importance of other factors such as self-regulation and multimodal abilities.” (Johnson, 81)

It is very important to remember though, when speaking of the success of an E-Tool being used, the instruction is also a factor in the E-Tool’s success in a class room. I think this is a factor many forget, the give the credit solely to the website or E-Tool instead of acknowledging the instruction, the model being given but the teacher. The activity and lesson’s success cannot solely be based off of the E-tool, but the teacher or professional modeling or using the E-tool in his or her classroom.

Comprehension Strategies in which are effective when reading online information include; awareness of purpose, skimming, scanning, and reading selectively, activating prior knowledge, evaluating text structure and quality, reviewing information, etc.

A strategy in which I learned more about in detail during my reading fell in Step 3: Model the Process when teaching an IRT lesson for younger students. The strategy is called the Think Out Loud strategy.

In our textbook in this chapter, Johnson, uses the IRT lesson review when talking closely about digital texts. The strategy is pretty straightforward. Model the purpose/uses of the digital text. But also include what you are thinking while doing so, your teaching the students what is expected for each activity, what to look for in a beneficial digital book, and what to stray away from because it may distract from their comprehension of the purpose of main idea of the digital book. By doing this children will learn and gain these skills and become more independent when participating in activities like these.

This chapter also discussed improving a student’s comprehension by improving their vocabulary and background knowledge. The use of online dictionaries, and online annotations can be very helpful.

Other E-Tools or websites we learned about were Google Lit Trips, Book Reviews and Book Talks, and Book Trailers.

My favorite of them all would have to be the Book Trailers. I think it is a fun and creative way in which gets children wanting to read. Its advertising the book, and showing them reading a book can be just as exciting as going to see a movie you the saw the trailer to.

Chapter 5: Sites & Selection Criteria For Ebooks

Chapter 5: Sites & Selection Criteria For Ebooks

“The dynamic and flexible environment of the Internet offers new opportunities to scaffold and level the playing field so that all individuals are contributing to and benefit from expanded models of literacy” (Johnson,65)

When discussing or talking about models of literacy, there are many forms or models in which to choose from. In particular this chapter was about digital formatted models of literacy for example; online books, online read-alouds, Interactive Storybooks, E-narratives, Hybrid Books, Ebooks on E-reader devices and Apps.

Category: Online Ebooks

Subcategories: Online Read-Alouds & Interactive Storybooks

To be considered an “online ebook” this type of book is accessible only online.

·       Online Read Alouds: The way in which we model reading to our children, is by modeling reading itself. Children love listening to the adults in their lives read to them.

·       Online Read Alouds incorporate not only the audio of a book, but can also involve visuals; videos or pictures going along with the story; strengthening  their comprehension of the story itself.

·       Some Online Read Alouds or other Ebooks will highlight words/phrases to help encourage and enhance concepts about print, word recognition and fluency.

Ø  Interactive Storybooks are a little different from Online Read Alouds.

Ø  Interactive Storybooks take a traditional form of print, and simply change the model to an online literacy model, however interactive storybooks add sound, animation, and video.

Ø  Sound, animation, and video is what makes this an interactive story.

Ø  Interactive Storybooks also help/improve concepts of print, but they also allow the student to find a level of independence when it comes to reading.

Ø  All the functions of an Ebook are what enhances or strengthens the child’s reading experience and their comprehension of what they read as well.

When selecting an online Ebook for children to use in and outside the classroom, it is important to keep in mind the teacher plays a huge role in making the experience successful.

Ø  The teacher must make sure the type of Ebook(I.E Interactive Storybook, etc.) and the book itself in the ebook format are appropriate for the child/children reading it.

Ø  The teacher also must keep in mind it is their responsibility to enhance the children’s learning when using an Ebook by making sure the child/children understand how to navigate the Ebook/Site. Without knowing how to do so, the site/Ebook are not being uses to its greatest potential.

Ø  Finally, the teacher is also responsible for evaluating the Ebook and Site. (Quality, Credibility, Accessibility, and readability of the Ebooks.

Chapter 4: Vocabulary & Fleuncy

“An individual’s knowledge of words is made up of both general terms used in everyday language and academic terms used in specialized subjects such as math and science.” (Pg45)

·       I chose to include this quote in my blog this week because I feel as if it exemplifies an important part of fluency and vocabulary learning. I think in terms when people think of one’s vocabulary they assume it’s the word knowledge they learn in school is the most important/common. I think it is important to keep in mind children gain a sense of word knowledge through their experiences and interactions with people.

This chapter’s focus is on how to teach vocabulary to improve one’s comprehension skills using technology and technology based lessons and activities.

Two uses of technology to teach vocabulary knowledge and improve comprehension skills that I really enjoyed looking into for this module are; Wonderopolis and Virtual Fieldtrips.

v Wonderopolis is a website in which focuses or highlights multiple fun facts each day. When you click on each fun fact it divulges into facts about that specific fact. Vocabulary words that tie into the theme of the fact.

v For example the fun fact I researched this week was fact # 672 “Are elephants afraid of mice?”

v When I clicked on that fun fact it then explained the concept of what an Urban Legend is, and how this fun fact is considered to be one. It also expresses the concept of a phobia and then explains and defines the terms that relate to Mice related phobias.

v This website also includes links to informational video clips. To then extend on the learning of this theme/fun fact.

v I found myself really enjoying this site, it involves the children being active learners, and pulls them in leaving them to want to know more.

The other form of technology I really enjoyed using to improve vocabulary and comprehension was the use of virtual field trips.

v I looked into both a history lesson and a science(lab) lesson.

v History Lesson: Pilgrims: the focus was on their life, where they lived, how they lived(lifestyle) the Mayflower and Plymouth Plantation.

v Included: pitures, videos, sound effects, which enticed the reader/student leaving them wanting to know/learn more.

v Science Lesson: Discussed Electricity and Magnesium.

v Included: articles, games, activities to be taught and experiments to perform in a classroom setting.

Virtual fieldtrips model things or knowledge you would learn outside of a classroom setting, but then exemplify and express ways to bring these concepts into a classroom setting to improve fluency and comprehension.

Overall I find this to be an interesting concept in which you use technology to improve a child’s vocabulary knowledge that in return will improve his or her comprehension of a subject/topic.I think using Wonderopolis and Virtual fieldtrips are two great uses of technology to do so. These are two useful activities/strategies I plan to use in a classroom setting one day.

Chapter 3: Classroom Community/ Connecting With Families

Due to my experience in the education field as a toddler teacher in a daycare facility, I get to experience this concept of a classroom community closely. I think it is a very important factor in which one has to lead to a successfully run classroom. Parents need to feel comfortable with their child’s teacher, know they can ask questions, and feel as if there child is in a happy safe and fun-filled environment.

Chapter 3: Classroom Community/Connecting With Families

“The processes involved in literary understanding are as important as the instructional environments.” (pg30)

This quote is expressing that the instruction activities and assignments taught in a classroom are important, but the environment of the classroom is also very crucial to the success of it. Students need to feel comfortable and safe with their teachers and their classmates.

Teacher’s use of language and technology contributes to the improvement or creation of a classroom community.

Language is important throughout the classroom community.

·       Teacher Talk: communication between student and teacher.

·       How teachers ask questions in this environment shapes the amount of knowledge the child is able to take in.

·       Teachers should shape their questions of a lesson or an activity around its purpose. What is being learned?

A Digital environment is also very important when developing a classroom community.

Digital Story Telling: Provides opportunity for students to bring their culture into a classroom. This could be used in many ways. It could be an introductory project in which students are telling their classmates and teacher a little about themselves. A way to get to know one another, teach your community about your culture, what is important to you, and who “YOU” really are.

IRT LESSON: Younger Students:

Phase 1: Teacher Modeling, plan the lesson.

·       Choose a digital story telling app(Voicethread)

·       Decide what photograph students should bring in

·       Show students what you expect through creating your own story telling

Step 2: You as the teacher want to introduce the lesson and its purpose, and also show your students how to navigate and use the digital story telling app.

Step 3: Allow your students to jump into the project and beginning working on it independently. Be there for assistance when needed.

IRT LESSON: Older Students

Step 1: Plan the lesson.

·       Choose story telling app

·       Determine a time frame of when this needs to be finished and number of pictures each student needs

·       Create own story telling for an example

·       Decide what students will be required to use throughout the program

Step 2: Introduce the lesson and its purpose, and then model the activity.

Step 3: students will work independently on this project.

Overall Thoughts: I think it is vitally as future teachers that we make it an important factor in order to create a successful classroom, that one has a successful classroom community. Making sure the kids feel comfortable in their learning environment is going to improve their learning/intake greatly. I also find it very important that parents understand the openness of the community. Knowing they can express concerns about their child’s growth, ask questions, see their child’s growth, etc. Open communication between both the parents and teacher and the child and the teacher will lead to a safe and successful learning community.  

Chapter 2: Framework For Literacy Thinking 2.0

I really found this chapter as a whole overall very interesting. It expanded on this idea of how technology can be used as an instructional tool to improve Literacy skills. What makes this chapter different from the previous chapter we read is that it furthers our understanding of this idea. This chapter is broken down into two frameworks, in which, technology is used to improve/ teach Literacy and the skills that come with it.

In order to express what I found most interesting in this chapter, I am going to break down each point into its own section. I want to be able to express what I found interesting in a more detailed and clear way.

1.     The 2 Frameworks mentioned in this chapter: TPACK & IRT

·       TPACK (Technological Pedagogical Content Knowledge) is broken down into 3 sections; Content, Pedagogy, and Technology. This framework allows the teacher to decide the outcome of his or her lesson, the purpose of the lesson, but then helps move to the step where they decide what strategies to use, the technology they will use, and how it will be used, and the assessments in return that will make his or her lesson most successful.

·       IRT (Internet Reciprocal Teaching) In order to understand this idea, one must understand the idea of “Reciprocal Teaching.” This idea is pretty straightforward. It is the idea that discussions will take place between teacher and student/students based on a text being read. This way of teaching has 4 strategies; summarizing, questioning, clarifying, and predicting. When first using this strategy the teacher will be used as a model, what is expected from this teaching strategy, that way when the student/students show they are ready to take on this responsibility they then become the role of the teacher when discussing a text. It is important to not what a reciprocal teaching consists of;

1)     The students go over as a class the main idea from the reading

2)     All students independently read the first paragraph silently.

3)     Someone is then asked to take the role of the teacher in this discussion. Ask questions about what they all read, gives the main idea to his or her class about what the read, acknowledge if they didn’t quite understand something and ask for clarification, and then explain what they think will happen next when they continue reading.

·       IRT: Revolves around building the online reading comprehension strategies for questioning, locating, evaluating, synthesizing, and communicating.” (Pg 25)

·       Uses same contents/ requirements in what makes a reciprocal teaching. (The 3 main points that make up a reciprocal teaching.)

Overall, I think it is important to remember it is how the technology is used, that makes it most successful and it is how teachers use instructional strategies to teach a strategy.

What is Literacy 2.0 and What happened to Literacy 1.0 ? (Chapter 1)

I just want to start this post with a little introduction about myself. My name is Meaghan Teehan and I am a junior at Bridgewater State this year and am pursuing a degree as an English Major with a Reading minor. I plan to pursue my Master's degree in Pre-K to Second grade with and without disabilities. I would love to even become a reading teacher specialist.

I really found this chapter interesting because it explains the idea of Literacy but also what is expected of a reading teacher; what qualifies them as a good reading teacher. It also is outlining that it is major to understand that student's learn in a variety of ways, and it crucial to understand that in order to help the student become a successful reader/writer. I think it is important to not that the International Reading Association stated in 2000 that excellent reading teachers:

• Understand reading and writing development
• know a variety of ways to teach reading
• offer a variety of materials and texts for children to read
• use flexible grouping strategies
• are good reading "coaches"

Overall good reading teachers need to be able to motivate their students to want to learn and become better reads, encourage their students when it comes to independent learning, but also have the skills and strategies to help children that are struggling.

I think it is highly important to note that Literacy deals with reading, writing and communicating.

The RAND study group defines comprehension as the "process of simultaneously extracting and constructing meaning through interaction and involvement with written language." (p.12)

"Reading comprehension consists of three elements, the reader, the text, and the activity of the reading."(p.5)

How a reader understands what he or she is reading is dependent on how something is written. The vocabulary used in the text, what's being used in a text to represent meaning, and how information is being processed.

It is also key to understand that texts can be written texts like stories, textbooks, or could even be technology based like blogs, internet articles, etc.  

First Time using a Blog!

Just testing to see if my blog is working properly and if this will be shown on my blog page!