How Technology Use Extends the Boundaries of the Literacy Environment and the Literacy Teacher
Carolyn B. Gwinn, Educational Researcher and Consultant, Andover, MN
Susan Watts-Taffe, Educational Researcher and Consultant, Cincinnati, OH
IRA.07.12_final.ho.ppt
This interactive session focuses on the ways in which the teacher’s role is extended and changed when technology is integrated into literacy instruction and new literacies are addressed in the classroom. Using a detailed elementary classroom example to focus our discussion, we will address three aspects of teacher life relative to new technologies. First, we will discuss characteristics of the learning environment for effective literacy-technology integration. Next, we will discuss the ways in which technology impacts the teacher at each of four phases of the instructional cycle: planning, teaching, assessment, and reflection. Finally, we will present teacher characteristics associated with effective literacy-technology integration.
Educational technology needs to be understood not as an isolated event, but as a piece in the puzzle of how teachers teach and students learn. -Wenglensky (2005)
As new technologies become increasingly prevalent in today’s classrooms, we are compelled to consider their impact both on the classroom environment and on the ways in which teachers teach. Leu, Kinzer, Coiro, and Cammack (2004) have noted that technology heightens the role of the classroom teacher, although the specific ways in which the teacher’s role changes are still emerging. Our interest in this topic is reflected in our longitudinal work with early-career teachers (Watts-Taffe & Gwinn, 2005; 2007). The results of this work, and that of others, have informed our thinking with respect to characteristics of the learning environment that distinctly mark effective literacy-technology integration as well as the need to consider the impact of technology within each phase of the instructional cycle. Finally, we have identified an array of teacher qualities linked to effective literacy-technology integration. Ongoing exploration of the ways in which technology use extends the boundaries of the literacy environment and the literacy teacher are critical to literacy teacher professional development.
Characteristics of the Learning Environment
The following characteristics are frequently evident when literacy and technology are integrated in meaningful ways (Watts Taffe & Gwinn, 2007).
• Promoting learning to learn
• Critical thinking
• Differentiation of instruction
• Attention to social interaction and collaboration
• Equity of access to technology
• Integration of conventional and new literacies
• Integration of literacy instruction with content-area instruction
• Emphasis on the classroom as a learning community
• Multifaceted preparation for instruction coupled with flexibility and responsiveness
• Preservation of fundamental features of exemplary print-based literacy instruction
Phases of the Instructional Cycle
In addition to the ways in which technology impacts the overall classroom learning environment, we consider the role of technology in a four-phase instructional cycle: planning for literacy-technology integration, implementing meaningful, purpose-driven instruction, assessing student learning to inform decision making, and assessing and reflecting on instruction. Planning for literacy-technology integration may include generating ideas for instruction, examining software or reviewing websites, and creating guides to support students’ use of technology. Implementing meaningful, purpose driven instruction occurs as technology is used to directly impact teaching and learning. For example, students may use online resources as a part of the research process. Within the assessing student learning phase, teacher understanding of student performance assists in the development of future instructional plans and implementation. As part of this process, technology may be used as a tool to deliver the assessment or it may be the means by which a final product is completed by the student, ultimately reflecting his/her new knowledge and understanding. Although the process of teacher reflection occurs throughout the instructional cycle, it is often the case that at the close of a lesson or unit additional time is devoted to assessing and reflecting on instruction. Results of this phase of the instructional cycle inform future planning.
Teacher Qualities
We believe that the great potential and possibilities for student learning afforded by new technologies can best be realized when teachers act as change agents. We find it helpful to classify characteristics related to change agents along three dimensions related to teaching: attributes, attitudes, and actions. These teacher attributes include effective decision-making, demonstrated confidence, and the possession of vision. Teacher attitudes include belief in the benefits of integrating technology into literacy instruction, belief in student capabilities relative to new technologies, and belief in the responsibility of the teacher to oversee literacy-technology learning experiences. Finally, teacher actions include communicating and collaborating with others, examining new possibilities, and persevering when faced with obstacles.
Leu, D. J., Jr., Kinzer, C. G., Coiro, J., & Commack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. R. Ruddell & N. J. Unrauh (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
Swanson, C. B. (2006). Technology counts ’06: Tracking U.S. trends. Retrieved May 18, 2006, from www.edweek.org/ew/articles/2006/05/04/35trends.h25.html?levelId=1000
Watts Taffe, S. & Gwinn, C. G. (2007). Integrating literacy and technology: Effective practice for grades K-6. New York: Guilford.
Watts-Taffe, S. & Gwinn, C. G. (2005). Viewing professional development through the lens of technology integration: How do beginning teachers navigate the use of technology and new literacies? In Maloch, B., Hoffman, J. V., Schallert, D. L., Fairbanks, C. M., & Worthy, J. (Eds.), The 54th Yearbook of the National Reading Conference (pp. 443-454). Oak Creek, WI: National Reading Conference.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New York: Teachers College Press.
Carolyn B. Gwinn is an Educational Researcher and Consultant from Andover, Minnesota. She is a literacy curriculum specialist for a school district in Minnesota and provides leadership in the areas of professional development and the planning, implementation, and evaluation of literacy related initiatives. Carolyn earned her doctorate from the University of Minnesota. Susan Watts Taffe is an Educational Researcher and Consultant based in Cincinnati, Ohio. She is a reading program author for Pearson Scott Foresman. She earned her doctorate from the State University of New York at Buffalo and was an Associate Professor of Elementary and Literacy Education at the University of Minnesota. Susan and Carolyn are co-authors of Integrating Literacy and Technology: Effective Practice for Grades K-6, published by Guilford Press.
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