Colleagues, this blog is dedicated to my more techno -savvy colleagues in class who have always come to my assistance when I needed help. I won’t print their names of course ( this is on the Internet) but they know who they are. It has made me realize that with technology there is the need for support and sharing of information even among professionals, as the saying goes “No man is an island”.
Technology is constantly evolving, today’s invention could be yesterday’s news. If you are a digital native, coping with such changes would be second nature but if you are a digital immigrant like me, you must practice to keep up or get lost in the world of technology. More techno- savvy educators ought to scaffold their weaker colleagues. Why? We are all working towards a common goal which is to equip our learners with all the literacies they need to function effectively in the future.
By sharing information, we will form a community of well- informed reading educators and this would go a long way in helping struggling readers and writers. One more point to those who are not versed in the use of technology do not be afraid to ask for help. There are many out there willing to assist.
Colleagues, let’s learn from each other.
Wednesday, July 28, 2010
New Literacies for the Reading Specialist.
In this fast paced technological society in which we live, it is no surprise that the focus of reading specialists has now extended way beyond that of reading and writing. These skills are now referred to as traditional literacies.
New literacies also called 21st. century literacies have emerged as a result of our learners becoming more and more digitally inclined. Some of these literacies are:
· Computer literacy: the ability to use a computer.
· Digital literacy: the ability to communicate with a constantly expanding society.
· Information literacy: the ability to obtain, evaluate and judge information that is found (Lewis, 2009).
· Media literacy: the ability to obtain, evaluate and create messages in a variety of forms (Sylvester and Greenidge, 2009).
· Technological literacy: the ability to use a wide range of technology in learning (Sylvester and Greenidge, 2009)
As reading educators, we cannot ignore them. We must be informed about the skills our learners need to master, in order for us to prepare them for life and work in the future. Knowing these literacies would help us to properly plan for our learners in terms of the content, teaching strategies, resources as well as the assessment procedures.
In classrooms where these skills are being developed the children are actively involved in learning via Web 2.0 tools, e-books, digital storytelling, instant messaging and so on. They are using computers, printers, scanners, digital cameras and iPods. They are being trained to think critically, analyze and create. These are the kind of learning environment we ought to strive for where our learners are concerned.
Let’s put these literacies onto our schema and make a conscious effort to include them in our planning in the future.
References
Lewis, G. (2009). Bringing technology into the classroom. Oxford:Oxford University Press.
Sylvester, R. & Greenidge, W.( 2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), p.284-295
New literacies also called 21st. century literacies have emerged as a result of our learners becoming more and more digitally inclined. Some of these literacies are:
· Computer literacy: the ability to use a computer.
· Digital literacy: the ability to communicate with a constantly expanding society.
· Information literacy: the ability to obtain, evaluate and judge information that is found (Lewis, 2009).
· Media literacy: the ability to obtain, evaluate and create messages in a variety of forms (Sylvester and Greenidge, 2009).
· Technological literacy: the ability to use a wide range of technology in learning (Sylvester and Greenidge, 2009)
As reading educators, we cannot ignore them. We must be informed about the skills our learners need to master, in order for us to prepare them for life and work in the future. Knowing these literacies would help us to properly plan for our learners in terms of the content, teaching strategies, resources as well as the assessment procedures.
In classrooms where these skills are being developed the children are actively involved in learning via Web 2.0 tools, e-books, digital storytelling, instant messaging and so on. They are using computers, printers, scanners, digital cameras and iPods. They are being trained to think critically, analyze and create. These are the kind of learning environment we ought to strive for where our learners are concerned.
Let’s put these literacies onto our schema and make a conscious effort to include them in our planning in the future.
References
Lewis, G. (2009). Bringing technology into the classroom. Oxford:Oxford University Press.
Sylvester, R. & Greenidge, W.( 2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), p.284-295
Monday, July 26, 2010
Digital Stories- Transforming Struggling Writers
After an informative session about digital storytelling in class, I came across an interesting article by Sylvester and Greenidge (2009). Their article dealt with digital storytelling and its ability to help struggling writers. It immediately caught my attention as I learnt in class that the main focus of the digital story was the images rather than print. I was about to revise my thoughts on that.
Sylvester and Greenidge (2009) showed that the writing process was an integral part in the making of a digital story. Students are required to write the scripts which will serve as the voice- over narration to complement the images. In so doing, they have to pay attention to content and details, sequencing, sentence and paragraph construction and mechanics. According to the authors, these are the same areas struggling writers have problems in.
Digital stories motivates struggling writers to willingly participate in the writing process (Sylvester and Greenidge, 2009). Throughout the entire process of making the digital story they are actively engaged and so stay on task till the story is completed. Struggling writers have to write and edit their scripts; read their scripts with expression during the recording; incorporate multimedia such as digital photos, images, music and videos into the story and finally publish their work. Best of all they are creating their digital story on a topic that they are interested in.
Struggling writers through digital storytelling are given a voice, it boosts their confidence and so enables them to become better writers. I can now certainly understand why.
References
Sylvester, R. & Greenidge, W. (2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), p 284-295.
Sylvester and Greenidge (2009) showed that the writing process was an integral part in the making of a digital story. Students are required to write the scripts which will serve as the voice- over narration to complement the images. In so doing, they have to pay attention to content and details, sequencing, sentence and paragraph construction and mechanics. According to the authors, these are the same areas struggling writers have problems in.
Digital stories motivates struggling writers to willingly participate in the writing process (Sylvester and Greenidge, 2009). Throughout the entire process of making the digital story they are actively engaged and so stay on task till the story is completed. Struggling writers have to write and edit their scripts; read their scripts with expression during the recording; incorporate multimedia such as digital photos, images, music and videos into the story and finally publish their work. Best of all they are creating their digital story on a topic that they are interested in.
Struggling writers through digital storytelling are given a voice, it boosts their confidence and so enables them to become better writers. I can now certainly understand why.
References
Sylvester, R. & Greenidge, W. (2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), p 284-295.
Websites- Legitimate or not?
The website evaluation activity was of great value to me. I must confess that previous to this I have acquired information from the Web in a very irresponsible manner (regardless of the fact that I knew that some of the information could not be trusted).
I was unsure of all the important features to look at when evaluating websites so I used the Yahoo search engine to assist me. I found this website to be quite helpful
http://www.library.cornell.edu/olinuris/ref/research/webcrit.html
I was directed to look at:
· Accuracy: the author and contact information.
· Authority: the publisher/author’s qualifications and domain in the URL.
· Objectivity: the goals of the document are clear, accurate information, details included, limited advertisements.
· Currency: is the information current and updated as well as the links.
· Coverage: equal proportion of images and text, correct citations, links are related to the themes.
I was able to use the above information to correctly differentiate between the legitimate sites and the illegitimate ones. I am certainly going to be a more alert researcher on the Internet from now on.
Our learners today must be taught to examine and carefully judge the information on the Internet also. They are constantly required to do research and so must seek to access information that is true and from genuine sources. In order for them to do so they must be taught to be information literate ( Lewis, 2009). This has been identified as one of the new literacies which they need to function effectively in an ever increasing technological society.
Colleagues, let's pass this information on to others and our pupils for the new term. Oh by the way, I also evaluated the website which I used to assist me. It's LEGITIMATE!!!!
Reference
Lewis, G. (2009). Bringing technology into the classroom. Oxford: Oxford University Press.
I was unsure of all the important features to look at when evaluating websites so I used the Yahoo search engine to assist me. I found this website to be quite helpful
http://www.library.cornell.edu/olinuris/ref/research/webcrit.html
I was directed to look at:
· Accuracy: the author and contact information.
· Authority: the publisher/author’s qualifications and domain in the URL.
· Objectivity: the goals of the document are clear, accurate information, details included, limited advertisements.
· Currency: is the information current and updated as well as the links.
· Coverage: equal proportion of images and text, correct citations, links are related to the themes.
I was able to use the above information to correctly differentiate between the legitimate sites and the illegitimate ones. I am certainly going to be a more alert researcher on the Internet from now on.
Our learners today must be taught to examine and carefully judge the information on the Internet also. They are constantly required to do research and so must seek to access information that is true and from genuine sources. In order for them to do so they must be taught to be information literate ( Lewis, 2009). This has been identified as one of the new literacies which they need to function effectively in an ever increasing technological society.
Colleagues, let's pass this information on to others and our pupils for the new term. Oh by the way, I also evaluated the website which I used to assist me. It's LEGITIMATE!!!!
Reference
Lewis, G. (2009). Bringing technology into the classroom. Oxford: Oxford University Press.
Thursday, July 22, 2010
E-books- Transforming struggling readers.
E-books or electronic books are exciting, engaging and encouraging! As we discussed the characteristics and uses of e- books in our 7th. session, my immediate thought was that this is the tool for struggling readers. As a reading specialist in training I was very glad to learn about this.
In the primary system, much emphasis is placed on the use of the basal readers. Many struggling readers are forced to read them of course without much success. As a result they become disengaged and de-motivated.
The e-book has the capacity to help weak readers improve in their literacy skills due to its interactive features and infusion of multimedia effects. Struggling readers do not need much assistance when they are using e-books. They are able to navigate their way through the book via the use of visual images on the pages. They can turn the pages, play the sounds or start over the story. Due to this interactivity, struggling readers can become engaged in developing their literacy skills such as fluency, vocabulary, phonics or comprehension without being forced. They can play over words, repeat sentences how they were read or play over sections of the story to get the details.
The multimedia effects of the e-book also motivate such children to read as they listen to sounds, view images and animation. Their self confidence is also increased when they are allowed to write their own e-books. Because they came up with the story themselves they are encouraged to take ownership of their own learning.
E-books can be accessed free online on many different topics and at many different reading levels. Let’s make use of this resource and help our struggling readers to become engaged readers. So long basal readers!
In the primary system, much emphasis is placed on the use of the basal readers. Many struggling readers are forced to read them of course without much success. As a result they become disengaged and de-motivated.
The e-book has the capacity to help weak readers improve in their literacy skills due to its interactive features and infusion of multimedia effects. Struggling readers do not need much assistance when they are using e-books. They are able to navigate their way through the book via the use of visual images on the pages. They can turn the pages, play the sounds or start over the story. Due to this interactivity, struggling readers can become engaged in developing their literacy skills such as fluency, vocabulary, phonics or comprehension without being forced. They can play over words, repeat sentences how they were read or play over sections of the story to get the details.
The multimedia effects of the e-book also motivate such children to read as they listen to sounds, view images and animation. Their self confidence is also increased when they are allowed to write their own e-books. Because they came up with the story themselves they are encouraged to take ownership of their own learning.
E-books can be accessed free online on many different topics and at many different reading levels. Let’s make use of this resource and help our struggling readers to become engaged readers. So long basal readers!
Be Safe on the Internet!
The Internet has revolutionized the way we acquire information. At the touch of an icon we can have information on any topic in seconds. It is every user’s dream. The researching of a project, finding out football scores, looking up a favourite recipe and reading a book are all possible via the Internet. But as terrific as it is, the Internet can be a nightmare! There can be serious consequences if one does not pay attention to security while using it. It is a haven for criminal activity. Unsuspecting users can fall victim to bank account fraud, stolen identities, harassment or even kidnappings to name a few.
To be safe on the Internet one needs to be “web smart” it does not require any sophisticated skill just a few "golden rules" as outlined in Lewis (2009) will do. These are:
1. Do not give personal information online. This includes your name, address, telephone number and picture to name a few.
2. Protect your system with anti-virus software to guard against viruses of all types.
3. Create a firewall for your computer. This will prevent users you do not know from accessing your computer.
4. Never open e-mail attachments from unknown addresses. Again, this is to guard against viruses and online criminals.
5. Disconnect from the Internet when you are not using it. Another anti- virus practice.
6. Always back up your data on a CD or USB stick. This is important in case your computer crashes. All of your data will be saved.
So colleagues let’s remember to practice the “six golden rules” and be safe on the Internet!
Reference
Lewis, G. (2009). Bringing technology into the classroom. Oxford: Oxford University Press.
To be safe on the Internet one needs to be “web smart” it does not require any sophisticated skill just a few "golden rules" as outlined in Lewis (2009) will do. These are:
1. Do not give personal information online. This includes your name, address, telephone number and picture to name a few.
2. Protect your system with anti-virus software to guard against viruses of all types.
3. Create a firewall for your computer. This will prevent users you do not know from accessing your computer.
4. Never open e-mail attachments from unknown addresses. Again, this is to guard against viruses and online criminals.
5. Disconnect from the Internet when you are not using it. Another anti- virus practice.
6. Always back up your data on a CD or USB stick. This is important in case your computer crashes. All of your data will be saved.
So colleagues let’s remember to practice the “six golden rules” and be safe on the Internet!
Reference
Lewis, G. (2009). Bringing technology into the classroom. Oxford: Oxford University Press.
Wednesday, July 14, 2010
Rethinking technology in the classroom (2)
If you are still harboring any doubts concerning the use of technology in the classroom, the article “ Digital Natives, Digital Immigrants” by Marc Prensky is one that you must read.
In the article, Prensky gives a description of digital natives ( today’s learners) and digital immigrants ( today’s educators) and seeks to give a true picture of the teaching/ learning situation that now exists in today’s schools. The author relates the situation to the existence of a “language barrier” between educators and today’s learners. As a result the digital natives find themselves being bored in today’s classroom with many complaints from their digital immigrant educators.
Prensky’s answer to the problem is that today’s educators must acknowledge that the students of today learn differently and that they should adopt methodology and content that are pedagogically effective in teaching them “ digital native methodologies” as he so rightly coined it.
It is truly an interesting article, easy to read with a few laughs guaranteed. Enjoy!
References
Prensky, M. (2001). Digital immigrants, digital natives. On the Horizon, 9(5) p1-6. Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
In the article, Prensky gives a description of digital natives ( today’s learners) and digital immigrants ( today’s educators) and seeks to give a true picture of the teaching/ learning situation that now exists in today’s schools. The author relates the situation to the existence of a “language barrier” between educators and today’s learners. As a result the digital natives find themselves being bored in today’s classroom with many complaints from their digital immigrant educators.
Prensky’s answer to the problem is that today’s educators must acknowledge that the students of today learn differently and that they should adopt methodology and content that are pedagogically effective in teaching them “ digital native methodologies” as he so rightly coined it.
It is truly an interesting article, easy to read with a few laughs guaranteed. Enjoy!
References
Prensky, M. (2001). Digital immigrants, digital natives. On the Horizon, 9(5) p1-6. Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
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