Literacy Research Association Conference 2013

All five authors of this blog on literacy attended the Literacy Research Association’s 63rd Annual Conference in Dallas, Texas this past week. All of us are long time members of LRA, with my attendance dating back to 1992. This year’s conference theme was Transformative Literacy: Theory, Research, and Reform, a theme to which the five of us can really relate.

In our posts over the past three years, we have discussed many of these issues and contributed what we can to the discussion. The conference offered a broad spectrum of literacy research–from more traditional elements to the latest thinking in technology applications for literacy. The conference was amazing–the Omni Hotel is new, clean, elegant, and most important–FRIENDLY. There were numerous instances of kindness and care from the staff of the hotel that touched us–particularly as we all became somewhat “housebound” by the freezing weather front that swept down from the arctic.

When most of us arrived on Tuesday, December 3, the weather was a balmy 79 degrees Fahrenheit, but by Thursday, the temperature never rose higher than 27 degrees and by Friday, the high was 23 degrees with winds that exacerbated the cold. It was ironic to look out at the heaters on the outside patios and see icicles!  Contrast these two views  a view from the hotel. The first is Wednesday and a similar view on Thursday. Brrrr!

photo(1)

photo(2)

Inside, it was another story. This conference was put together with wonderful sessions–thanks to all the Area Chairs and Reviewers who selected the sessions and to all the presenters for their literacy research!

A highlight of the conference included a Presidential speech by Rick Beach of the University of Minnesota on the possibilities and affordances of online literacies. In addition, the speech was broadcast live to YouTube and links were provided during the speech so the audience could follow along. http://tinyurl.com/pgnbp2u Log in an take a look at a very valuable resource for online and multimodal composing! If you want to try Google Hangouts, go to Ian O’Byrne’s test flight at https://plus.google.com/u/0/111576401886299659895/posts/aKsxDawviHA?cfem=1 

The President’s Reception was held on Wednesday evening and the Literacy Beat bloggers were there. In addition, many of the people who work hard to make the conference a success, such as Board members and committee chairs were in attendance. Ian O’Byrne and Greg McVery, both essential to the new technologies for communication at LRA and Andrea Boling (Chair of the Technology Committee and e-Editor at LRA) at the President’s Reception on Wednesday evening.

kThree Tech

The next picture is of the five of us–Literacy Beat authors:  from the right, is Bernadette Dwyers, Bridget Dalton, Jill Castek, DeVere Wolsey, and yours truly. We always treasure the opportunities to interact in the same space and time (as we mostly always communicate from afar) and this conference was no exception. It should be noted that Bernadette is on the Board of the International Reading Association and that DeVere is the incoming LRA Publications Committee Chair. photo(4)

We all made presentations at the conference, caught up with our colleagues, and participated in various interests group throughout the conference.

Because of the freezing conditions, getting out of Dallas was somewhat challenging. One group of colleagues from Vanderbilt University, their flights cancelled, rented a car and drove home–a trip of 12 hours! Almost everyone experienced a delay, a cancellation, or a complete disaster. One colleague went to the airport in the middle of the night, put herself on the standby list and waiting almost 12 hours, eventually making it home.

For those of our readers who attend conferences, we’d like to encourage you to attend next year, if possible–on Marco Island in Florida, December 3-6, 2014. Hope we won’t have snow and hope to see you there!

Vocabulary Self-Collection Plus, Part 2

By Linda Smetana, Dana L. Grisham and Thomas DeVere Wolsey,

Last week, we introduced Vocabulary Self-Collection Plus (VSSPlus). Our goal in modifying this time-tested approach (Haggard, 1982) for the digital age (Grisham, Smetana, & Wolsey, in press) was to create an intersection where students might interact with each other in face-to-face spaces to add depth to their vocabulary and concept knowledge. At the same time, we wanted to use technology in a generative way (Grisham & Smetana, 2011) so that students became proficient users of technology while learning academic vocabulary related to their science lesson. This week, want to introduce the technologies we used, and share some lessons learned.

We chose two presentation methods, PowerPoint® and Thinglink, for the students’ e-dictionary entries.  However, many other tools are possible options.  Students might use Voicethread, Prezi, or Popplet, for example. In our work with these fifth-graders, we chose to limit the tools to one that is more familiar to them, and one that would be new.  Embedded in the technology task, we also helped students create audio recordings and showed them how to further deepen their word learning using the Wordsift website.

Wordsift

In Wordsift, students type in a word and produce a visual that links synonyms and related words. For example, “melting point” is a science term students in fifth-grade might be expected to know. By entering “melt” into the Wordsift visual thesaurus, students see related terms including Latinate versions and synonyms.  Please see figure 1.  In addition, Wordsift has many other capabilities including creating a word cloud, executing an image search, or sorting words according to academic word lists. Students in our exploratory group did not have access to screen capture tools, but a few used drawing tools to recreate the visual thesaurus they created in Wordsift.

Figure 1: Wordsift Result for “Melt”

Wordsift-melt

Wordsift

PowerPoint

While PowerPoint is a familiar tool to many, some features are not widely known.  We recently asked a group of teacher candidates if they knew PowerPoint could support narration they created, and only two responded that they knew of this feature. In our work with fifth-graders, the students use voice recorders to create the audio, and then they attached those to the PowerPoint slide.  We found that saving the slide as a PowerPoint show (rather than a regular PowerPoint) kept all the audio intact and could be used on any computer using free PowerPoint Show software if the regular version of PowerPoint was not available. Many of the students in the class started out exploring Thinglink, but because they were more comfortable with PowerPoint and recognized the time constraints of the task, switched to that format.

Learn more about adding audio narration to PowerPoint by clicking here.

Thinglink

The Thinglink tool intrigued students, but it required some playing around as they tried to figure out how best to use the tool. In PowerPoint, students could add text and images in any order, but in Thinglink, they needed to locate an appropriate image first.  Then, they could use the editing tools to tag the image with the text such as their definitions and rationales.  Find out more about Thinglink and view some examples by clicking here. An additional challenge was to upload the audio portion of the VSSPlus presentations to a podcast sharing site (we used Podbean), then link the podcast to the Thinglink.  To save time and avoid student frustration, we did this for the students.  For this reason, it was very important that students included their group names on the Thinglink as well as in their audio narration making it possible to easily match up the files.  Figure 2 is an embedded Thinglink created by students you can try.

Figure 2: Thinglink: Boiling Point (Click the image to view the interactive Thinglink)

The E-dictionary

We used Wikispaces to create the first page of the e-dictionary which you can see in figure 3 below. Additional pages for future learning can be added easily.  Students and parents can view the work at will, and learn from each other’s presentations. Other wiki tools, blogs, or even a learning management system (Canvas, BlackBoard, etc.) might be used to host the e-dictionary.

Figure 3: E-dictionary on Wikispaces

edictionary

E-Dictionary

Moving Forward

The first time out took a little over three hours because students had to learn to use certain aspects of the technology (inserting images, finding images, creating audio files, and so on). However, in the future, they will not have this hurdle, and the task will proceed much more rapidly.  The important aspect of this task is that students had to discuss the terms amongst themselves, evaluate the relevant aspects of images they chose together, plan their audio components, and work as a team to assemble the final product. Throughout the process, they became deeply aware of the relevant attributes of the concept represented by the term and also what it was not, in some cases.

For future VSSPlus projects, we would appoint a Wikispaces librarian whose job is to put the final presentations in the e-dictionary.  Some students were more adept at using the audio recording tools, and would become the audio engineers.  Thinglink aficionados are appointed the go-to person for Thinglink questions, and PowerPoint specialists who know how to link or insert audio, use the drawing tools, and save in PowerPoint Show format would have a place to shine. Finally, a means of sharing the work is needed.  A data projector with each group presenting their work to the class is a good start. If the classroom has a few computers or laptops, students could rotate through stations viewing and listening to the presentations at some stations while doing other academic work at different stations.

We hope you will try VSSPlus. Let us know what ideas you have to change it up and how well your students learned from the experience.

References

Haggard, M. (1982) The vocabulary self-collection strategy: An active approach to word learning.  Journal of Reading, 26(3), pp. 203-207.

Grisham, D.L. & Smetana, L. (2011) Generative technology for teacher educators. Journal of Reading Education, 36, 3, 12-18.

Grisham, D. L., Smetana, L., & Wolsey, T.D. (in preparation).  Post-reading vocabulary development through VSSPlus. In T. Rasinski, R. Ferdig, & K. Pytash, (Eds.). Technology and reading [working title]. Bloomington, IN: Solution-Tree.

Vocabulary Self-Collection Strategy Plus (VSS+)

by Dana L. Grisham (with Thomas DeVere Wolsey and Linda Smetana)

The Need for Vocabulary Learning

The need for breadth and depth of vocabulary accelerates through the grades as students encounter more challenging academic texts in print and on the Internet (CCSS, 2010). Improving students’ vocabulary is critical if students are to develop advanced literacy levels required for success in school and beyond, in the world of higher education and the workplace (Biancarosa & Snow, 2006; Graves & Watts-Taffy, 2008; Lubliner & Grisham, 2012).

Research suggests that students with a well-developed vocabulary learn many more words indirectly through reading than from instruction (Cunningham & Stanovich, 2001). If wide reading promotes vocabulary development, then conversations about their reading with adults and peers also strengthen students’ word learning (Biemiller & Boote, 2006). The goal of effective vocabulary instruction is to promote a lively interest in words through student expression and participation in a learning community that enjoys playing with words, builds on individual interests as well as curriculum needs, and emphasizes self-efficacy in word learning (Beck, McKeown, & Kucan, 2008; Graves & Watts-Taffy, 2008). As we have noted in this blog, the impact of technology on vocabulary development also needs to be considered (Castek, Dalton & Grisham, 2012).  In other contexts, we have suggested that technology integration should be generative in the sense that learners should use technological tools to satisfy their curiosity and to generate creations for learning and for the demonstration of learning (Grisham & Smetana, 2011).

Vocabulary instruction may occur before reading (preteaching important vocabulary), during reading (teaching what emerges as needed), and after reading. Vocabulary Self-collection Strategy or VSS (Haggard, 1982), is an after reading strategy.

The Common Core (2010) requires that technology be integrated into instructional and independent learning sequences.  Research has shown that the use of technology and technology-based instruction enhances student learning. In the post-reading vocabulary assignment we explore here, teachers may use use several forms of technology to increase student interest in vocabulary and a variant of the VSS strategy to engage students in more robust vocabulary learning.

Vocabulary Self-collection Strategy Plus (VSS+) occurs after a selection has been read and is based on the principles of VSS (Haggard, 1982), a researched-based strategy that captures the essence of vocabulary learning:  multiple exposures to a word, multiple readings of a text, collaboration of students and teacher, oral discussions and presentations, selecting words that are important to know, writing a script and recording a podcast, Internet search for illustrations, and building semantic webs. Recently, two colleagues (Thomas DeVere Wolsey and Linda Smetana) and I worked in a fourth-grade classroom in a public school in Northern California, to teach the students how to make an online dictionary (e-dictionary) page using the VSS+ strategy. The three of us spent three hours with Mr. D’s 33 students, first in the classroom, then in the computer lab at their school.

VSS+ is a structure that becomes familiar to students so they can use it with more independence over time. It takes more time in the beginning as teachers and students get used to the technology, the time, and the process.  To teach VSS+ we wanted to use text with interesting or unknown words or text dense with academic language. Mr. D provided us with a passage from the Science textbook in use in his classroom. Mr. D pre-taught some of the vocabulary and students had already read and discussed the package when we arrived.

Collaboration and peer learning are essential to the VSS+ strategy. Mr. D had the students divided into cooperative groups of 4 students. In order to differentiate instruction to meet the learning needs of students, they may be grouped heterogeneously or homogeneously as needed. Mr. D’s students were grouped heterogeneously.

To teach the VSS+ strategy, we began in the classroom with a PowerPoint slide and a demonstration of the strategy.  Using a think aloud protocol, I modeled the strategy by presenting a nominated word to the class, and provided suggested answers to the following questions. In the demonstration, we used an example that we constructed on “continent” (see below). These are the three elements that students must consider as they nominate a word.

a.     Where is the word found in the text?  (Page number; read the sentence aloud)

b.     What do the team members think the word means?

c.     Why did the team think the class should learn the word?  The team must tell the class why the word is important enough to single out for emphasis (a rationale).

During the team presentations of nominated words, we facilitated discussion, listened to students’ projected meanings of the word, and invited class members to contribute additional clarifications of the words. A chosen target word was allocated to each team to prepare an e-dictionary page.

 Then came the fun part!  We adjourned to the computer lab where we asked students in Mr. D’s class to use two formats for their e-dictionary pages:  PowerPoint (like our example below) and a program called Thinglink.

In the lab, under teacher supervision, team members used the Internet to locate images and or definitions for the target word and then collaboratively determined which of the images/definitions best fit their prediction of the word meaning.

We proposed the following formatting for the eDictionary:

Word and Written Definition

Image selection from the Internet, Photos, Illustrations or Student Drawings (if a scanner is available)

Semantic web (we used WordSift)

Student audio recording about the word (critical thinking about own word learning)

Arrangement of the PowerPoint or Website page

Audio recording by students of the main elements of the word exploration

Posting to website (classroom e-Dictionary)

In the following example, the three of us used PowerPoint to make a sample e-dictionary page using the word “continent.” In the PowerPoint page is an audio recording that cannot be loaded into WordPress. To hear this recording, please visit

http://media60.podbean.com/pb/5d2ff0db75b8e90568ffd2295b4362b8/52693971/data1/blogs25/353339/uploads/ThinglinkContinents.mp3

Slide2

Next week in Literacy Beat, Linda, DeVere and I will talk more about the work we did with Mr. D’s students and share examples of their PowerPoint and Thinglink pages with you.

References

Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62.

Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary instruction. In R. Barr, P.

Mosenthal, P. S. Pearson, & M. Kamil (Eds.), Handbook of Reading Research, vol. III, (pp. 503-523). White Plains: Longman.

Castek, J., Dalton, B. & Grisham, D. L. (2012). Using Multimedia to Support Generative Vocabulary Learning. In J. F. Baumann & E. J. Kame’enui (Eds.). Vocabulary Instruction: Research to Practice (2nd Edition). New York: Guilford.

Common Core State Standards Initiative. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: CCSSO & National Governors Association.

Cunningham, A.E. & Stanovich, K. E. (2001).  What reading does for the mind. American Educator, 22, 1/2, 8-15.

Graves, M.E. & Watts-Taffy, S. (2008).  For the love of words:  Fostering word consciousness in young readers. Reading Teacher, 62, 99.185-193.

Haggard, M. (1982) The vocabulary self collection strategy: An active approach to word learning.  Journal of Reading, Vol. 26, No. 3 (Dec., 1982), pp. 203-207.

Grisham, D.L. & Smetana, L. (2011) Generative technology for teacher educators. Journal of Reading Education, 36, 3, 12-18.

Lubliner, S. & Grisham, D. L. (2012). Cognate Strategy Instruction: Providing Powerful Literacy Tools to Spanish-Speaking Students. In J. Fingon & S. Ulanov (Eds.), Learning from Culturally and Linguistically Diverse Classrooms: Promoting Success for All Students (pp. 105-123). New York: Teachers College Press.

  

1

Goodnight, iPad!

by Dana L.  Grisham

Goodnight, Moon, by Margaret Wise Brown (1947) with pictures by Clement Hurd, is a classic piece of children’s literature often given as a baby shower present in board book form. According to Wikipedia, it was one of the “Top 100 Picture Books” of all time in a 2012 poll by School Library Journal.

The story is about a little bunny who has been tucked in bed and is about to go to sleep. He looks around the room at pictures–a cow jumping over the moon, three little bears, and at real animals such as two little kittens and a mouse. He also looks at a quiet old lady who was whispering “hush.”  The little bunny says “goodnight” to the room; to the moon, the cow, the light and the red balloon (a favorite of my own granddaughters) and the book ends with a goodnight to “noises everywhere.”

Goodnight, Moon

Goodnight, Moon

Let us fast forward to 2011. A new book makes the scene, called, Goodnight, iPad, by Ann Droyd (surely a pseudonym)*, published by Blue Rider Press (Penguin Group).

Goodnight, iPad

Goodnight, iPad

 

In this book, instead of a little old lady saying “hush,” there is a little old lady trying to sleep. Why can’t she sleep? Because in a “bright buzzing room” there are a number of electronic devices being use by critters vaguely resembling bunnies (think baby “minions”) who are wide awake. Even the fireplace is a giant TV with a “virtual” fire. Eminem is singing as a ringtone for a mobile phone and there are taps that signal text messages “with no end.” The old lady has had it! She gathers up their devices and throws them out the window,  saying “Goodnight” to each of them, while ignoring some pretty dramatic protests from the bunnies/minions. She tucks them all in bed and now she can, at last, sleep in peace and quiet.

The last panel is one of the little guys in bed with a book, a flashlight, a cat, and a mouse. What are they reading? Goodnight, Moon, of course!

Last panel

Last panel

 What can we take away from a comparison of these two iconic books?

First, our lives have changed irretrievably in terms of everyday activities. Technology, which Don Leu described as “deictic” or constantly changing over a decade ago (Leu, 2000), has unmistakably gathered momentum and may be seen as revolutionary rather than evolutionary.

Second, EVERYONE, virtually without exception, around the entire planet, is involved in the revolution. Mobile devices, tablets, Youtube, social networking sites, e-games, and LCD HDTVs, ringtones and texting, Twitter, and so on….digital literacies!

Third, we have technophobes who gloomily predict the end of civilization as we know it (Goodnight, iPad seems to fit) contrasted with technogeeks, who want more changes faster and see the resulting energy as a renaissance and a leveling of society (Gorbis, 2013). Who do we believe?

Finally, what does this mean to education? Kevin Leander (2009)  has characterized the responses that educators (and others) have to the changes we are experiencing. He notes four types of response to digital literacies: (1) resistance or steadfast adherence to print-based literacies; (2) replacement, or discounting of print-based literacies; (3) return, or valuing of digital literacies only as they support print literacies; and (4) remediation, or the attempt to redefine  literacy learning through adoption of a “parallel” pedagogy that values both print and digital literacies. I was trying to decide my own stance on “literacies” and found myself in the remediation phase. Interesting that, for the first time in my life, I am in remediation!

But literacies are social as well as academic and the popularization of online communication has brought that further into focus. Are we headed for an era when so-called “school literacies” are denigrated to the resistance phase?

Needless to say, I don’t have the answers, but I do have some observations on how literacy proceeds in the early years and how technology is involved in that development. The observations are of my own children and grandchildren and while that is not at all scientific, there are some semi-respectable precedents for it (think Skinner box).

Example 1.

When my son, who is a pilot in the Army National Guard, was sent on a second tour of duty in Afghanistan in 2012, he left behind his wife and a two-week old baby son. This tour of Afghanistan differed greatly from his first tour in 2003, when letters (pen and paper) and emails were the extent of communication. Once, when a Blackhawk helicopter crashed, he was allowed to phone home to tell his parents that it did not involve him. That was revolutionary at the time.

On this tour, he was able to purchase reliable Internet time in his quarters on the base in Bagram and Apple technology allowed him to Facetime almost daily with his wife. In addition, they purchased a camera system that worked with iPad and iPhone and he was able to observe the baby in his crib. In terms of more traditional literacies and technology, he purchased a book about dads and babies and audio-recorded his voice so that he could “read” to his son while deployed. Attached is a picture of the baby listening to his father “read” the book.

Listening to Dad read.

Listening to Dad read.

Happily, my son came home safely and now reads “real” books to his son, including his favorite Red Truck (Hamilton, 2008). Can Red Truck make it up the hill? Red Truck can! Red Truck will! ZOOOM! Red truck goes to the rescue and when my son reads to my grandson, they make the sounds dramatically together. Incidentally, Red Truck is available as an ebook.

Zooom!

Zooom!

Example 2.

I also have twin granddaughters who are now four and a half. In my September 2012 Literacy Beat blog, I shared a picture entitled “Digital Morning,” which I’m reposting below. You can see Dad on his laptop, and the twins–one on an iPad and one on an iPhone.

Digital Morning

Digital Morning

The twins love to read print books, but they also love to explore literacy online.

Both of them LOVE the iPad and use it for lots of things, such as puzzles, art, coloring, and literacy learning.  Recently, they have been exploring two Apps, Reading Ravens (http://www.readingraven.com/ ) and Hooked on Phonics (https://itunes.apple.com/us/app/hooked-on-phonics-learn-to/id588868907?mt=8).  Both provide experiences with phonological awareness, with phonics, with word patterns, tracing letters on the screen, and with beginning reading. Both are interactive in different ways. Both take very different paths to the same end. Both are very engaging to my four-year-old granddaughters.  In my next post, I will explore these two Apps and provide a list of resources for early literacy development.

I began this column with the book Goodnight, iPad because iPads play an increasing role in literacy these days. One resource that I have found valuable is Using Apps for Learning with Literacy Across the Curriculum, by Rick Beach and David O’Brien (2012). In a review of the ebook, Don Leu termed the increasing use of iPads as “…perhaps the most profound change taking place in literacy and learning today” (p. ii). Naturally, I downloaded this book to my iPad and it offers a useful framework for thinking about how to employ the apps across grade levels and content/discipline areas. They include an Apps for Learning with Literacy website and a resource Wiki for readers. Last each of 12 chapters provides a wealth of resources for educators. Enjoy!

* Actually by David Milgrim, an author, illustrator, and cartoonist, who is “very interested in how we got to be who we are.” Check him out at http://www.davidmilgrim.com.

References

Beach, R. & O’Brien, D. (2012). Using apps for learning with literacy acros the curriculum.

Gorbis, M. (2013). The nature of the future: Dispatches from the socialstructed world. New York: Free Press.

Leander, K. (2009). Composing with old and new media: Toward a parallel pedagogy. In V. Carringtron and M. Robinson (Eds.), Digital literacies: Social Learning and classroom practices (pp. 147-162). Los Angeles, CA: Sage.

Leu, D. J., Jr.  (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, P.D. Pearson, and R. Barr (Eds.), Handbook of Reading Research, (Vol. 3, pp. 743-770). Mahwah, NJ: Erlbaum.

YouSeeU: A New Multimodal Tool for Teacher Educators

This year, for the second time, I taught a supervised reading course for California State University, Fresno, as part of their Reading/Language Arts Added Authorization (RLAA) for practicing teachers who want professional development focused on reading.

The course, LEE230, requires that teachers learn assessment, diagnosis, and intervention for struggling readers by tutoring a small group of students (or a single tutee) with supervision from the university. In the past, such a course would have been taught in a reading clinic on campus or a supervisor would have visited the teachers in their classrooms. But, as we have noted from previous experience (please see my Literacy Beat post from one year ago at https://literacybeat.com/?s=Qik), actually being present to supervise teaching is not necessary. As I noted in June 2012, “This class was taught in a 5-week time frame, so the pace was intense, and the teachers and I never met face-to-face. Teachers were required to spend 20 hours of tutoring a small group of students. Instead of coming to a clinic, teachers could select the small group from their own classrooms, from that of another teacher, or volunteer in a classroom if they were not currently teaching. All of these scenarios played out during the course.” All of this was true this spring, too, although Dr. Glenn DeVoogd arranged for a new tool to be used, called YouSeeU.

My introduction to YouSeeu (http://www.youseeu.com/) was a personally conducted orientation to the system by Josh Kamrath in a webinar. Josh was also available for problem solving (very few!) during the class. The home page provides information about the system, which—like QIK—was a free trial for this experimental course. The screen capture below gives you an idea of the website and there are several videos on the affordances of the website. At Fresno State, in a graduate level course, I used a very simple aspect of the program.

Image

For my purposes, the teachers needed to provide 5-15 minute video segments of their tutoring accompanied by lesson plans and reflections on the process. My job was to analyze the lesson plans (which followed a prescribed format), then watch the video segment and provide feedback to the teacher. The entry portal for the course looked like this:

Image

Once you clicked on the class, the site took you to another page that provides you with a view of the video and a list of the students and the videos that they have submitted for review. Most interesting is the opportunity of commenting on the videos as they play. The comments are synchronized with the video, so that the teacher can view the video and see the comments as they arise in response to the teaching.

Image

 The following screen shot (with names removed) gives you an idea of what the scoring looked like, with options such as archiving. The student can set the parameters for who can view their video. All were originally set so that only I, as instructor, could view them. If I were to do this again, I think I would promote more peer review of the teaching, since teachers learn so much from each other.

Image

 Finally, I asked for and received permission from one of the teachers to share a video with my comments on it for this blog.   The embedding of this video is done below:

Tutoring a Small Group YouSeeU

I hope you enjoy reading about YouSeeU and seeing it in action. The Chief Education Officer, Jeff Lewis, was most cooperative and concerned about confidentiality (very important to them). YouSeeU is a commercial endeavor and the cost is.

Generative Technology: Teacher Candidate Examples

by Dana Grisham

In my last post, on March 2, 2013, I talked about a project that my colleague, Linda Smetana, and I did with teacher candidates who were asked to integrate technology into literacy lessons they were doing in their assignments in schools. Linda and I refer to this as “generative technology” and feel that when students create something as a result of using technology, there is a positive synergy about it. The teacher candidates benefit from learning to use technology in their teaching and their K-12 students benefit from creating something academic with the tools they are offered.

Linda and I believe that “generative” technology needs to be infused into teacher preparation. Technology in teacher preparation tends to be “silo-ed” in the programs where we teach.  By generative technology, we mean that the technology is embedded in the content of the course in teaching methods, rather than something “added on.” In my March 2013 post, I talked at length about the assignment that was generated and promised to share the products in my next post. So, here are a couple of the products that resulted from our generative technology assignment. Remember that there were 21 teacher candidates in the fifth quarter of a seven-quarter post-baccalaureate teacher preparation program; 17 of the candidates were simultaneously completing their masters degree in education while 18 of the 21 participants were earning their education specialist and multiple subject (elementary) credentials.

First, teacher candidates showed a great deal of diversity in the choices they made about the technology they infused into their projects. The actual projects that candidates chose are listed below (all names are pseudonyms).

Simone

High School

Mixed general education English class includes

Sped, at risk, low performing

Intern

Using Voki to create avatars who read student created papers

Nita and Lila

Elementary

RSP & intervention 4th & 5th graders

Interns

Shared teaching position

Class Writing Blog where student progress was chronicled

Avram

Middle School

RSP & intervention

Intern

Writing Website created by the Flamingo Writers; weebly.com

Lani and Ed

Middle School

RSP & Instructional Support, history

Student teachers

Election Brochure using

MyBrochureMaker

Alicia

Early primary

Special education self contained class

Intern

Storybird for creating books with repetitive text incorporating sight words

Elana

Primary

Special education, self contained class

Intern

Prezi for zoo-phonics lessons

Joanne

Upper elementary

Special education, self contained class

Intern

Toontastic as a vehicle for Story Writing using the iPad.

Callum

Middle School

Communication and Social Skills class

Intern

Toontastic as a vehicle for Story Writing using the iPad

Lianne and Jerri

Elementary

Resource

Student teachers

Comic Creator to create a class book of prepositions; iPod to record student’ reading of authored page; student videos

Jake

Middle School

Resource

Student teacher

Using Glogster, students created presentations of specific historical events

Monte

Middle School

Resource & Intervention History class

Intern

Using Glogster, students created

presentations of inventions

Joleen

Elementary

Language enriched special education self contained class

Student teacher

Comic Creator to create simple stories

Tina

Elementary

Special education self contained class

Intern

Storybird to create stories – social skills and sharing

Miles

High School

SPED class for students with Emotional Disturbance

Intern

Began with Prezi and changed to ppt because of site technology resources; Students isolated the elements of the novel ‘the necklace’ located images on the web that reflect essence of event

Larry

Elementary

Special Education self contained class

Intern

Strip Generator, student created panels regarding sharing. Luke’s presentation to the class was through Prezi.

Serena

Middle School

Resource Specialist Program

Student teacher

Storybird to create stories; illustrate stories from gallery pictures

Janet

Elementary

Special Education self contained class

Student teacher

Using Xtranormal, a text to movie website; students created short films reflecting narrative story structure with their own scripts using text-to speech technology.

Callista

Elementary

Resource Specialist Program

Intern

VoiceThread; understanding literal and figurative meaning of idioms

I’d like to share just a couple of examples with you.

In the first example, low track high school students in tenth grade learned to create avatars using VOKI (http://www.voki.com/). Simone, their teacher, planned a series of lessons for the students to write a descriptive paragraph incorporating at least four adjectives and one metaphor after reading the poem Mother to Son by Langston Hughes and highlighting the staircase metaphor. After writing their paragraphs, students audio-recorded them and the VOKI avatars voiced the paragraphs for the entire class. Simone stressed in her reflection that students had discovered “the power of their voices” and were incredibly motivated by the project.  She stated, “I was happy to learn more about my students—because they were more motivated to complete the assignment, they were participating more in the activities as well, and I got a great insight into both their comprehension and writing levels.” She also recounted one of the “greatest successes” was with a male student who became more engaged and active when he realized “he could become his character.”

Another example is the Flamingo Writers Workshop, which comes from the middle school level.  The teacher, Avram, developed the Flamingo Writers Workshop, a pullout group of behaviorally and academically challenged English Learners, all boys. The project lasted several weeks and Avram stated that they “stayed completely engaged” with it. The students created a website after receiving instruction in both writing and in using technology on Weebly (http://www.weebly.com/).  Avram stated, “I wanted to give them something that they could remember for years to come.” One of the interesting aspects of this project was the parallel he drew and emphasized throughout the lessons, between writing as a process—as represented by the POWER acronym (Prewriting, Organizing, Writing, Editing, and Revising) and the “steps” for creating the website: Plan, Design, Create, Register, Inspect, and Publish.  He stated, “Technology made everything we did more engaging to the students.” Avram, an admitted “technophobe” changed his views substantially, stating that the assignment “has certainly helped me understand that students need the enrichment and engagement that technology can provide.”  He related that the website and the writing posted there gave these students an identity as a community that they have continued into other spaces. You can explore the Flamingo Writers Workshop (which continues to function as of this date) at http://flamingowritersworkshop.weebly.com/.

The first page of the website looks like this (and it is truly interactive):
Flamingo
Students worked really hard to make an interactive website that reflected their needs and identities. The next page defines writing:
Why I should care
Finally, here is an example of expository writing (and there are examples for narrative writing also):
Expository

The final example comes from the elementary level and was unique because it is the only project submitted that was not generative in the sense that students did not create anything, but from the report they were certainly the benificiaries.

Elana was working at the second and third grade level in a Special Day Class setting. She chose Prezi (http://prezi.com) for lessons in phonemic awareness and phonics—chosen as presentation software that is “interesting to my students, but not too distracting.” She stated that Prezi allowed her to “take something my students have been working on since Kindergarten and make it new and exciting.” She scanned the “Zoo Phonics” (http://www.zoo-phonics.com/) picture cards into the computer and inserted them into the Prezi. She then projected the Prezi onto the whiteboard and the students did the body movements and chanted the alphabetic sounds. Later Elana plans to add sight words to the Prezi. For the students, here was a more engaging and multimodal way of learning “the same old thing.”  Here is an example of one of the cue cards:

Catina

           Linda and I believe that for all educators there is an urgent need to embrace technological tools for communication and composition in our homes and schools. There are examples everywhere of sound technology use in schools as well as the examples we have provided here (Google sites, for example). Teacher candidates need practical experience in using new tools in academic settings. Grisham and Wolsey (2012) have highlighted the fear factor that even technologically adept teacher candidates have until they gain experience applying new tools as teaching and learning opportunities for themselves and for their K-12 students.  In teacher preparation programs, candidates can collaborate to support each other as they work with these 21st century tools. As teacher educators we are committed to articulate the use of 21st century technology for teaching and student learning across program courses so that teacher candidates may have multiple opportunities to practice and develop the skills to implement technology-rich instruction in their classrooms. We would like to stress that while ours is not the only way to meaningfully integrate technology into teacher preparation courses, we would argue that it is one effective way to do so and we invite readers to try this for themselves.

           In closing, I’d like to once again share the TPACK model that guided our students in their integration of technology and literacy.  Another of our LiteracyBeat authors, Bridget Dalton, has shared this with teachers everywhere in her 2013 column in The Reading Teacher.

TPACK

References:

Grisham, D. L. & Smetana, L. (in press). Multimodal Composition for teacher candidates: Models for K-12 classroom writing instruction. In R. Ferdig & K. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: I-G-I Global.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge . Teachers College Record 108 (6), 1017-1054.

Wolsey, T.D. & Grisham, D. L. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5-12. New York: Guilford.

Generative Technology for Teacher Candidates: The Assignment

Generative Technology for Teacher Candidates:  The Assignment

Dana L. Grisham

My friend and colleague, Linda Smetana, and I have been working together since about 2004. She’s a full professor at CSU East Bay (Hayward, CA), from which I retired in 2010. Linda is one of those extraordinary scholars and teacher educators who stays close to her field—she teaches one day per week in a Resource classroom in the West Contra Costa Unified School District—and also works full time at the university, where she specializes in literacy teacher education in both special and general education. Recently, Linda and I have been investigating the intersections of literacy and technology in teacher preparation together and I’d like to share with you a project we just completed and the results of which are going to be published in a book edited by Rich Ferdig and Kristine Pytash, due out later in 2013.

Our belief is that “generative” technology needs to be infused into teacher preparation. Technology in teacher preparation tends to be “silo-ed” in the programs where we teach. Currently, candidates at our university have one technology course, based on the ISTE standards, but bearing relatively little on pedagogy for teaching. By generative technology, we mean that the technology is embedded in the content of the course in teaching methods, rather than something “added on.”

The basic framework that we used for the assignment was the TPACK model (Mishra & Koehler, 2006) that has appeared in this blog before:

TPACK

The TPACK model asks the teacher to look at the content of the lesson, or what we want students to learn, as well as the pedagogy (how best to teach this content), and then at the technological knowledge that might be advanced in the lesson. Where the three elements intersect is known as TPACK or the theoretical foundation and link between technology and praxis. In our courses, we have presented TPACK as the goal for integrating meaningful technology into lesson planning and teaching.

The participants in our recent study consisted of 21 teacher candidates in the fifth quarter of a seven-quarter post-baccalaureate teacher preparation program; 17 of these candidates were simultaneously completing their masters degree in education while 18 of the 21 participants were earning their education specialist and multiple subject (elementary) credentials.

In creating the assignment, we carefully considered the context for teaching of the candidates in the course, structuring the assignment so that all candidates could successfully complete it. Candidates had different levels of access to student populations. Accessibility ranged from 30 minutes a day three days a week, to the full instructional day five days a week.  Teacher candidates also taught different subjects among them: English, History, Writing, Reading, Language Arts, Study Skills, and Social Skills. To insure that teacher candidates considered all aspects of their assignment in their write-ups of the project, Linda provided guidelines for the reflection. Students were responsible for learning to use the tools they chose. Linda collected and we jointly analyzed the data. Findings from the research were uniformly positive. In fact, right now Linda is doing post-research interviews with a couple of the candidates who have really taken to the integration of technology into their teaching.

For the purposes of this post, I would like to share the assignment with you. In my next post I plan to share a couple of the projects. Teacher candidates were provided with guidelines for the technology assignment and provided with a list of potential tools that they might use for the assignment. They learned the TPACK model for planning. Below is the technology assignment from Linda’s syllabus and the list of technology tools (free or very inexpensive) provided for students to investigate. We offer this with complete permission for other teacher educators to use or modify for use in their courses.

The Generative Technology Assignment

The Common Core Standards mandate the use of technology for instruction, student work, and student response.  Students with special needs, especially those with mild moderate disabilities may not have access to technology or their access may be limited to hardware and software that may not be useful to support the learning process.

During the second month of the class, we will have three independent learning sessions.  These sessions are intended to enable you to complete the technology assignment.  This assignment focuses on integrating technology with academic skill development, core content with teacher and student creativity. The focus should be on an aspect of literacy or multiple literacies.

In this assignment you will use technology to develop a set of learning sequences for use with your students.  You may complete this assignment in groups of no more than two individuals one of the technology tools in the syllabus or one that you locate on your own.  If completed in pairs, the finished product must demonstrate increased complexity and include the work of students in both individuals’ classrooms.

Your technology assignment should enhance the learning of your students.  Prepare an introduction to the presentation to educate your viewer.  Think about the content of the presentation, reason for the your selection this medium and/or process.  Share how your presentation meets the needs of your students and reflects their knowledge. The assignment must incorporate student work.  Identify how the students participated in the development and creation of the assignment. 

Prepare a thoughtful reflection of your thoughts on the process and the final product including the preparation, implementation and evaluation of the product and the management of students and content. This reflection should be descriptive and include specific examples. It may be submitted as a word document.

Place your project on a flash drive that may be placed into the classroom computer for projection.  Use your student work of materials from the web, interviews, u-tube and anything else that will capture students’ attention. 

Technology Web Resources Provided to Teacher Candidates

VoiceThread http://www.voicethread.com.

Animoto http://www.animoto.com/education

ComicCreator http://www.readwritethink.org/files/resources/interactives/comic/index.html

Edmodo http://www.edmodo.com

Glogster http://www.glogster.com

Prezi http://www.prezi.com

Popplet http://popplet.com

Slidepoint http://www.slidepoint.net

Storybird http://storybird.com

Strip Designer http://itunes.apple.com/gb/app/strip-designer/id314780738?mt=8

(iPad app)

Stripcreator http://stripcreator.com

Screencast http://screencast.com

Screencast-o-matic  http://screencast-o-matic.com

Cool Tools for Schools http://wwwcooltoolsforschools.wikispaces.com/Presentations+Tools

Toontastic http://launchpadtoys.com/toontastic/

In addition to the assignment, teacher candidates were provided with guidelines for reflection, seen below.

Questions to Guide Reflection

What and how did students learn? Include both intentional and unintentional lessons.
What did you learn?
What would you do differently if you were to do this project again?
What were the greatest successes of this project?
How would you improve this project?
What advice would you give a teacher contemplating a similar project?
What kinds of questions did students ask?
Where were students most often confused?
How did you address the needs of different learners in this project?
What resources were most helpful as you planned and implemented this project?

To scaffold teacher candidates application of technology to lesson planning for the project, each one provided Linda with a proposal to which she gave feedback. Each proposal contained the following components: Context, Students, Standards (literacy and NETS•S standards), Technology, Process, and Product.

Every student completed the assignment successfully and their reflections are highly interesting….more to come! In my next post, I will share with you some of the amazing projects that Linda’s teacher candidates produced.

References

Grisham, D. L. & Smetana, L. (in press). Multimodal composition for teacher candidates: Models for K-12 writing instruction. In R. Ferdig & K. Pytash (Eds.). Exploring Multimodal Composition and Digital Writing. Hershey, PA: I-G-I Global.

Mishra, P. & Koehler, M. J. (2006). Technologiical Pedagogical Centent Knowledge: A new framework for teacher knowledge. Teachers College Record, 108, 6, 1017-1054.

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