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.