6/27/08, Technology in a Reading Clinic

When I came across an article examining the use technology in a university tutoring clinic where graduate students worked with struggling readers, I knew it was the one for me. This article looks at how the graduate students used technology in their tutoring sessions, how the tutees reacted to it, and how it can increase reading skills. This related to me, and many of my peers, because we are currently in a graduate class where we tutor struggling readers through a university tutoring clinic. We are also strongly encouraged to integrate technology in our tutoring sessions, which I have been working hard to embrace.
The article, "Teachers' Use of Technology in a Reading Clinic" (Balajthy, Rueber, Robinson), concludes the following four factors when it comes to using technology to help and motivate struggling readers:
"- Clinicians often did not have clear reading or literacy objectives when using computer-based instruction
-Clinicians’ technological competence and willingness to use computers were sufficient, given the availability of resource personnel
-Time demands both for evaluating software and for planning systematic instruction are significant
-Computers are powerful motivational devices for some students."

What stands out to most is the idea of time demands for evaluating software and planning with it are significant. I agree that this could take a substantial amount of time if students were not use to integrating it into their lesson plans, were not doing effectively, or did not spend enough time sharing resources in class. Luckily in our tutoring class, as well as CI 588, we have spent a lot of time becoming familiar with computer programs, handhelds, and websites, that other tutors found to be helpful. This article also reiterates the fact that using technology is a huge motivation tool for all children. My tutee loves using the iPod to record and listen to books, which also helps build fluency. We have done a few other computer games and activities and it is at these times she seems most engaged. I want to continue to use technology while I am tutoring and hope that my peers take advantage of it, too.

Balajthy, E., Reuber, K., & Robinson, C. (2001, October). Teachers’ use of technology in a reading clinic. Reading Online, 5(3). Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy/index.html

6/27/08, Text-to-Speech Software

Although text-to-speech software (TTS) and how it can contribute to skill-building in struggling readers has not been formally researched a lot, studies do show that it can benefit below level or emerging readers. According to the article "Text to Speech Software for Helping Struggling Readers" by Balajthy, TTS style programs can range from just text readers to those that aid comprehension. Some of these comprehension aids include "a simpler version of the text, listing of main ideas, links to reference tools such as a dictionary and encyclopedia, note-taking tools, and an animated graphical presentation of key points." These types of TTS programs can benefit older students, from upper-elementary to college students, who need a extra boost for comprehension or help to stay on task and organize the information. Younger students benefit from child-friendly software that read their own words back to them or reads text on websites or e-books. TTS also promotes independence in a situation where a child might normally have to be read to by an adult to understand the text.
One study does indicate the positive effect TTS has on students who are struggling readers, especially if they have problems staying on task. They spend less time reading the text than normal when using TTS, which can make activities go along quicker. It seems to make sense that these type of programs can help below level readers, both in terms of how quickly they can process the information being read, and how well they can comprehend it. If struggling readers do not have to concentrate as hard on using word-attack skills or constantly rereading to remember information, their reading skills will improve.

Balajthy, E. (2005, January/February). Text-to-speech software for helping struggling readers. Reading Online, 8(4). Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy2/index.html

6/24/08 Lesson Plan

After complete this lesson plan assignment, it makes me more confident that old lessons can be revived with the use of technology. I am using a lesson I had made last year centered around the book A Bad Case of Stripes by David Shannon. In my original lesson, students were reading the book twice, organizing the main points, and learning implicit and explicit writing to be able to recognize different emotions the main character is feeling. They would then create a mobile with at least five main points and five different emotions she felt. Although this is not a very good description of the original assignment, I must say it was one of my favorite ones I created. It was well though out and used a great book.
I revamped this lesson by integrating technology into it. Since students will need to read the book twice to complete the activity, we will read it once as a whole class (or small group), and students will hear it read to them once online through the SAG BookPALS website (http://www.storylineonline.net/). Students will still use a graphic organizer to find the main points of the story, but instead of creating a mobile of the main character's different emotions, they will choose one to build another project around. Using Comic Life, students can make a picture depicting one of the emotions and a short explanation of why she feels that way. It is fun to make a lesson without having the limited resources or tools to use that most teachers have to deal with. Although I may not be able to use this lesson exactly in my own classroom if I don't have access to this particular program, it is reassuring to see how easily I can integrate technology into an old lesson.

6/24/08, CI 556 In Review

When I look back at the last four weeks of class, I know I have learned a lot. This has been one of my favorite courses at Iowa State. Although it was tough to balance three classes, planning a wedding, and everything else that has been going on in my life for the last month, I am extremely grateful to learn all that I did. I enjoyed all that we have done, but these three are my favorite activities:

1. Blogging.
Blogging in the classroom is a great activity I had never thought of before. Making the blogs personal and confidential to be used as journals is such an interesting idea. It is more pleasing to me than traditional journals because it cuts down on paper, eliminates having to move notebooks back and forth between people, and is easier for the students to do as long as they have access to a computer. As we talked about, people type faster than they write, so students tend to put more thoughts down when they have the opportunity to write on the computer. Using technology also makes journaling more interesting. Blogging is also good to be used for communication, such as from one classroom to another.

2. Book making programs.
In particular, I am talking about Kid Pix, Comic Life, and iPhoto. All of these can be used to make books or publish children's stories in a professional way with their pictures. I loved making books when I was young, and I know a lot of other children do, too. I also realize that many struggling readers do not seem very interested in creative writing. Being able to make books that look nice and use technology can be more appealing than just writing down sentences on little paper books.

3. Digital Storytelling
Yes this activity was time and labor intensive, but it was so interesting. I had such a good time seeing what everyone else made their movies about. Watching other people's digital stories really taught me a lot about them and how to use digital storytelling in the classroom in ways I had not thought of before. I liked that this project requires such planning and organizing because these skills are vital for children to learn. It can also be easily scaffolded and done as a whole-class presentation.

Although we are already pretty loaded up on undergrad classes, I think everyone should be required to take CI 556. New teachers need to know this type of technology better, and offering this class to seniors is a great way to introduce it.

6/22/08, Technology and Direct Instruction

I have always thought that some direct instruction techniques are vital to a well balanced classroom, especially when students are first developing an important skill. In early childhood classrooms, (I am mostly think kindergarten and first grade), children are developing so many new skills that they will use for the rest of their lives. Although I think those children should still be in an environment where learning takes place mainly through exploration and inspired by their interests, direct instruction lessons in math and writing can benefit almost all learners, especially those struggling with a new skill. In the Hubbell article on direct instruction technology in an ECE classroom, it mentioned that a computer never tires. Computer games that help teach a needed skill is a great way for a student to grow, with out tying up a teacher or other adult. Good programs off appropriate responses and praise to the students, too, so that keeps them interested while getting immediate feedback.

6/20/08, Web Resources

I enjoyed getting time in class to explore all the different websites this week. I know there are countless numbers of teacher friendly web resources available, but it was nice to see other people's favorites and ones our professors like, too. I already felt like I had been to a thousand different teacher websites, but I hardly ever take the time to really explore them with out having to use them for an assignment.
One of the sites we visited I am sure I would use in the future is readwritethink.org. We also talked about this in CI 588, so it makes me confident that it is actually a good tool to get great lesson ideas from. I am still deciding for sure what lesson plan I will use for our lesson plan assignment, but I think I might take one from there and modify it. Another good site we saw was the International Children's Digital Library. The ICDL has online books in different languages, so it can be used for ELL students or those wanting to learn more about another culture. Finally, one website I always recommend to other teachers is the Smithsonian site. I have used this one a lot in the last four years because it is very teacher and student friendly, has hundreds of age appropriate web activities, and ties history or science with language arts beautifully. Here is a link to the teacher portion of smithsonian.org, where you can search for activities by grade level, interest area, or state standard:
http://www.smithsonianeducation.org/educators/

6/18/08, iMove and Our Digital Stories

As I work on my digital story more and more, I realize how engaging and personal this type of project can be for school age children. Sitting in a lab with my peers, hardly a peep is made except a occasional question or the typing of keyboard keys. Although some of us have used iMovie and Move Maker before, and some of us are new to the programs, we are all still deeply interested and engaged in what we are doing right now. We want it to be perfect, even though in the back of our heads we know it doesn't need to be because this is just to get us use to using appropriate software in the classroom. I also realize how much time would be needed for students to make their own digital story.

Modeling and exploring the movie programs is essential before students begin. That way, they can familiarize themselves instead of feeling the frustrations of using a new program while also feeling the pressure of wanting to get their stories done. Or, teachers can scaffold and have part of a movie already edited, and each student would just need to add in a few pictures or audio here and there. Although that makes for less creativity on the student's behalf, it is a good introduction.
As I work on my movie, I appreciate how user friendly iMovie is. Although I will need to check out a laptap tonight, return it tomorrow, then check it back out again for the weekend, I know that it is worth the hassle so I can complete my story from other locations. I am excited to continue working on it throughout the week and want to know if the end project will live up to my aspirations now. My digital story is about dreams...about what dogs dream about in fact. I think it will turn out pretty good in the end and I am looking forward to seeing how my classmates' do as well.