Transcript Technology and literacy

By Whitni Coleman
 Which
types of technology best support
literacy development for 5th graders?
 How
do specific types of technology support
literacy development for 5th graders?
Teachers were asked:
“How do you use technology in your
classroom?”
Out of 20 teachers, 6 responded with feedback
to this question.
“We use the Mimio technology frequently in
our classroom. I find that the interactive
nature helps the kids to be engaged when
learning information. Also, we use the Mimio
vote to get and store data on students progress
throughout the year and we use the Mimio
view to project worksheets onto the board
daily. It has helped use the overhead projector
less.” (personal communication, December 12,
2012).
“I use many pieces of our technology in my
classroom. I use the document projector nearly
everyday to introduce and give directions on
worksheets and we use it to view textbooks. We
can make the material interactive by using Mimio
tools and/or writing on the whiteboards. We are
using Mimio to make interactive worksheets
(adapted from Mimio Connect) and we are using it
to make questions for the voters also. It is so new
we are not experts at it, but it is coming and can
do many, many things for us. We love
technology!” (personal communication, December
14, 2012).
“I find technology very useful in my classroom.
Computer websites and resources have given
me games, videos and graphics that appeal to
my auditory and visual learners. Now my
interactive Mimio board allows me to add a
kinesthetic component to those lessons, as the
students are able to use the stylus to actively
participate. In addition, I find the Franklin
Speller a great resource to teach my children
how they can independently check spelling or
define unfamiliar words.” (personal
communication, December 14, 2012).
“I use the projector all the time to introduce
software, support academic skills, etc. We use
the Mimio for language activities and the
voters! There is a student computer and the
old Nintendo for free time.” (personal
communication, December 18, 2012).
“Laptops (in class) – Keyboarding practice, math skills practice, rough and final
drafts for reports (countries/states/weather), proofing/editing, responses in
reading group (sometimes).
Internet – Research for reports (students create PowerPoint presentations in
Computer Lab in conjunction with reports.)
Mimio View – Present/Discuss lessons
Overhead Projector/White Board – Class programs such as Brain Pop internet
resource material
SLP (Speech-Language Pathologists) – Incorporate white board/iPad in language
lessons
MP3 – Record reading fluency selections
Electric pencil sharpener ” (personal communication, December, 21, 2012).
“I can tell from my perspective that technology, and especially
some of the newer technology which has become more accessible,
has a huge impact on my class and the way in which I teach. With
the introduction of the Mimio teach (Smart Board) in our classroom,
it has made some basic instruction skills much more interactive.
Having students demonstrate and practice on a projected worksheet
or written language sample has made a huge difference for my more
visual learners that need that visual input. We use laptops for most
written work to get more output from the reluctant writers. With
built-in spell check and grammar check it helps with editing and
saves time. The students at 5th and 6th level (grade) are just
beginning to use assistive technology in the form of Read and Write
Gold software and Dragon Speak Naturally software to not only use
speech to text writing but word prediction and editing capability
that allows them to hear what they have written. We seem to be
introducing and quickly relying on technology to enhance how we
teach.” (personal communication, December 14-18, 2012)

I see a banner above the white board with the words “If you’re not sure, ASK
QUESTIONS.” I think this is a great banner and is in the perfect location since it
is visible to anyone that enters the classroom. I wonder how often the students
reflect on the words on the banner and actually ask questions?

I see nine desks. I think they are arranged in a way to optimize comfort levels
for the students. I wonder if this desk arrangement allows the students to
collaborate often?

I see nine students. I think they are very independent. I wonder if they have
been this independent since the beginning of the year?

I see a dry erase/white board. I think it is very large. I wonder what type of
learning takes place on the board?

I see laptops. I think the students are very computer literate. I wonder if the
majority of their computer literacy was developed at home or in school?

I see book shelves with textbooks in them. I think they are not easily accessible
to the students. I wonder if this book shelf is used by the students or primarily
by the teacher. I wonder if there are any recreational books for the students to
read during free time?

I see a rather large dusty sink on the back counter. I think it is out of place and
doesn’t seem to belong in the classroom. I wonder if the space in which the sink
is located could be used for something else?

I see several small handheld devices with a tiny screen and buttons. I think
they would be fun to use. I wonder what they are used for?

I see cabinets. I think the teacher and/or the students must store a lot of things
inside of the cabinets since the classroom is so small. I wonder if the size of the
classroom impacts the students in any way (i.e. do they feel cramped) and if
they often leave the classroom for other subjects or for other academic
activities?

I see a long white device hanging vertically on the white board. I think it is used
in conjunction with some form of technology in the classroom. I wonder what
the device is used for?

I see a “lamp-like” device with buttons on its base located next to the teacher’s
desk. I think it is either modified lighting or some type of modern overhead
projector. I wonder what this device is used for?

I see a word wall with several post-it notes containing words. I think this is a
great way for students to keep track of new words they learn. I wonder if the
students decide which words they place on the word wall or if Mrs. Schreiner
selects the words?
Officially known as Mimio Classroom, Mimio connects to a classroom
computer and creates an interactive whiteboard using different tools and
programs such as Mimio Teach, Mimio Vote, Mimio Capture and Mimio Pad

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Whiteboard essentially becomes “the computer monitor.”
The writing tool becomes the “mouse”
Students manipulate text and data at the whiteboard
Information is “captured” in real time and stored on
teacher’s computer
Creates interactive learning
Learning is student-centered
Learning is observable and measurable
Students are said to be more engaged in learning using
Mimio technology
Speech recognition tool that translates spoken
words to text

Allows students to dictate papers and assignments much faster
than writing

Up to 99% accuracy (I actually witnessed quite a few inaccurate
translations during one observation)

Helps students express their thoughts better on paper

Students are more likely to use more sophisticated language as
they read aloud

Helps improve word recognition and pronunciation as students
read aloud (reading aloud occurs less and less in middle and high
school)

Encourages improved sentence structure by helping students
organize their thoughts better by speaking rather than writing
Assistive technology that uses an electronic voice
to read electronic text back to user
 Reads
aloud what students write and
helps them identify errors
 Helps writers with predictive spelling,
word choice, dictionary and thesaurus
features
 Assists with pronunciation
 Allows users to access features in other
word processing and .pdf programs

Technology is playing an undeniably significant
role in the lives of children. This fact raises
questions around how we can utilize the skills
and strategies gained by students at home to
build literacy skills in the classroom.

Students benefit from the simultaneous
presentation of visual, audio and print
information.

A new genre called “Interactive fiction” involves
the reader in activities that require and enhance
many behaviors that are important and essential
in developing reading comprehension strategies.
 Students
today are known as “Digital
Natives” and teachers are the “Digital
Immigrants.”
 The
design of the classroom must be kept in
mind when integrating technology. Students
must still have access to some type of book
corner or books shelves since physical
environments have a profound effect on
what students think, do, feel and learn.

Studies show that visual, sound, animation and music
effects do not interfere with emerging literacy skills, and
in fact may be promoting skill development for some
children, especially those with linguistic delays.

The young reader needs to learn how to negotiate a nonlinear, multi layered reading environment that involves
new kinds of search strategies (click and scroll), new kinds
of meaning sources (graphics and type set) and new forms
of meaning making (active play with texts.)

Exploration of how the New Literacies can support
students’ traditional literacy development as they move
from learning to read to reading to learn in the middle
years of schooling is improving pedagogical knowledge.
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