Technology Integration Unit

After several attempts (because Jing only allows a 5 minute video, and mine kept running over!), here is the link for my project:

http://screencast.com/t/GnyNdd3a

The lesson plan:

Article #3 Review

Morgan, H. (2013).  Multimodal Children’s E-Books Help Young Learners in Reading.  Early Childhood Education Journal, 41(6), 477-483.

The article I chose was titled Multimodal Children’s E-Books Help Young Learners in Reading by Hani Morgan.  This article discusses how many young children lack motivation to read because of unpleasant experiences and how multimodal e-books can help them make academic gains in reading.  Multimodal e-books are also known as online storybooks, books on CD-ROM, talking books or e-book apps.  These options promote literacy through more than one format—illustrations, words, sound effects, music, and/or interaction.  Multimodal e-books were originally designed to promote literacy development in young learners.  This type of technological resource can help teachers differentiate instruction in students, encouraging them to learn through visual, auditory, and kinesthetic formats.   The article states that when teachers use multimodal e-books with struggling readers, their literacy improves, as does their comprehension.   Students benefit from the added tools and make progress in reading.  On the other hand, it says that some students might become dependent on the “help” and make fewer attempts to decode the words themselves.  Teachers must make sure that the multimodal e-books they implement do not have features that will distract the learner or have them become over-dependent on the resources.

I found this article to be great for my classroom.  I’m always looking for new ways to encourage my struggling readers and implementing multimodal e-books could be a great addition to my classroom. The article mentions how teachers can make their own e-books using PowerPoint and including sound, illustration or videos.  It also lists some websites and apps that recommended.   If we do not do everything we can to help students become better readers at a young age, it will prevent them from doing their best in all academic areas later in school and life.  I’m excited to try a few of these recommendations with my strugglers!

Article #2 Review

Northrop, L., & Killen, E. (2013).  A Framework for Using iPads to Build Early Literacy Skills.  Reading Teacher, 66(7), 531-537.

The article I chose to review discusses how to integrate iPads effectively in the classroom to teach early literacy skills.  The article, A Framework for Using iPads to Build Early Literacy Skills caught my attention because the teachers in my district were given iPads last year to use in the classroom.  I have struggled with how to use it effectively and found this article to have some good suggestions.  Many, if not almost all, of our students have access to tablets and smartphones at home and using them at school is a great way to connect the learning activities.  Integrating technology is an important part of an elementary classroom in the 21^st century.  The article states that using technology can increase student motivation and engagement.  But, it also states that students sometimes become distracted by the animations or enhanced content and do not recall as many details when reading e-books than when reading a paper book.  It also cautions teachers that just because a student can manipulate the app doesn’t mean they understand the content of the app.  Sometimes students just click and click until they get it correct and are not actually paying attention to the content. 

Reflection:
As an early childhood teacher, I like the framework they used for integrating the iPad into the classroom/student centers.   They begin with the teacher explaining/teaching the concept without the iPad.  Next, the teacher explains and models the app.  The teacher discusses the concept that is going to be practiced and then models how to use the app.  The students then do guided practice with the app.  The teacher asks questions to guide the students on the content and check for understanding.  The final step is letting the students use the app for independent practice once they have a solid understanding of how the app works and the content being practiced. 
The article also provided a list of recommended apps to use for practicing early literacy skills that I can’t wait to check out!  

Article 1 Review

Ntuli, E. & Kyei-Blankson, L. (2010). Teachers’ Understanding and Use of Developmentally Appropriate Computer Technology in Early Childhood Education.  Journal Of Technology Integration In The Classroom, 2(3), 23-35.

I am currently a kindergarten teacher, so I chose an article about technology in Early Childhood Education.  I believe that technology is a great tool that should be used at all grade levels.  Children today are very knowledgeable about technology and I feel that teachers should use that to their advantage.  Technology is a great tool for encouraging reading and social interaction with children. 
The article Teachers’ Understanding and Use of Developmentally Appropriate Computer Technology in Early Childhood Education, states that 91 percent of three to eight year olds use computers and 59 percent use the Internet (National Center for Education Statistics, 2006).   This article conducted a research of teachers to find out the role of technology in their classroom, the frequency of computer use and the types of technology used.
The teachers in the research agreed that technology was important to use with young children.  They also believe that technology can help motivate and encourage students. The study shows that 78% of the teachers used computers with their students more than three times a week.  Some of the types of technology used were Smartboards, projectors and educational videos to introduce a lesson.
Many teachers in the study understood how important the role of technology was in the early childhood classroom, but the use of technology did not transfer into the classroom.  If and when teachers understand how developmentally appropriate technology can be used in the classroom, we will see higher student learning. 

Reflection:
The article/research shows that students who interact with computers have higher levels of spoken communication, fluency, and more complex speech.   It also helps with cooperation skills because they have to share one work area.   From personal experience, I believe this to be very accurate.  My son is five years old and has been using the computer and iPad since he was about two.  He has an enriched vocabulary because of his interaction with technology.  I am always amazed at words he uses, and even more impressed that he knows what they mean and can use them in the right context.
The article also discusses how as fine and gross motor skills develop, that children can use software programs for things such as writing and forming letters.  I have a Smartboard in my classroom and use it as a tool to help those struggling with handwriting and letter formation.  In the beginning we start with the children using their finger to practice correct letter formation.  As they master that, we add in the pen and practice until they are comfortable with using pencil and paper.
As I mentioned earlier, technology is a great tool for the classroom.  I believe it should be utilized as much as possible!