Professional Documents
Culture Documents
TECHNOLOGY-BASED INSTRUCTION
DEANNA M . LAVERICK
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response to informational and narrative texts
(Harvey & Goudvis, 2000; Labbo, Eakle,
& Montero, 2002; Larson, 2009; Laverick,
2011; Zawilinski, 2009); (3) the use of online
reference tools and video-sharing devices to
build vocabulary and promote comprehension
development (Barone & Wright, 2008; Harvey & Goudvis, 2000; Mullen & Wedwick,
2008); (4) strategies to build fluency, such as
Tape-Check-Chart (Allington, 2006; DeVries,
2008); and (5) websites that support literacy
learning.
At the end of the five-week seminar and
practicum, the candidates submitted a teacher
work sample that documented their achievement ofprogram and professional organization
standards. A teacher work sample is described
in the literature as a rigorous, standards-based
tool that ties candidate performance to student
learning (Hennin & Robinson, 2004; Parker
& Sinclair, 2010). Research has shown that
teacher work samples are linked to program
effectiveness (Cooner, Stevenson, & Frederickson,2011).
The study sought to answer the following
research questions: 1) In what ways do reading specialist candidates use digital technologies to increase the reading proficiency of the
students they instruct? (2) To what extent do
reading specialist candidates perceive digital
technologies to influence reading proficiency
and literacy growth? (3) How did reading specialist candidates demonstrate professional
growth as a result of using technology-based
instructional techniques and materials?
Method
Participants
The participants (N = 19) in this research
study were certified K-12 teachers who were
graduate students enrolled in the capstone
courses of the Literacy Program, LTCY 770
and LTCY 771, Practicum and Seminar for
Reading Specialists I and U. Completion of the
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for self-evaluation. The majority of candidates
(63%) responded that the use of a Flip video
camera supported their students' literacy development by allowing the students to see and
hear themselves read so that they can evaluate
their ovra strengths and weaknesses. For example, the readers' theater performances were
taped using the Flip cameras, viewed by the
students for critique, and repeated readings of
the script helped improve their performance.
Backgroimd images projected firom websites
provided scenery for performances. Similarly,
timed repeated readings were doctunented using the digital audio recorders and self-evaluated by the students to promote fluency.
Recorded repeated readings of poetry were
also found to be effective. For example, students read poetry in phrases, which was then
viewed, self-evaluated, and repeated to promote fluency. One of the candidates explained
how the use of a digital audio recorder helped
improve her student's fluency by describing
this reading experience:
When we stopped, she listened back to
what she had read and followed along
in the book. She caught her mistakes
and made note of them. She also said to
me that her fluency wasn't very good
and that she needed to work on it some
more. I think it really made a difference once she heard herself actually
reading.
Instructional techniques included the use
of the Flip camera to videotape a walking
field trip, which commenced a Language
Experience Approach lesson. The images
were used to support descriptive writing. The
candidates explained that by viewing the recording of the field trip, students were able to
recall details that they would have otherwise
forgotten. These detaus, in tum, were incorporated into the students' vrating samples,
which were included as documentation in the
TWS. The vmting samples provided concrete
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shared that students received immediate audio and visual feedback in seeing and hearing their reading behaviors when reading
aloud. The students were able to identify
how they could improve their reading and
then make changes to improve their reading
performance. The candidates believed that
having students make self-improvements, as
opposed to teacher-suggested improvements,
was effective in boosting reading proficiency.
The use of the videotaped readers' theater
performances promoted self-confidence and
was used to celebrate successes by sharing
the videotaped performance with families at
a culminating performance. The use of the
technology-based materials was motivating
for the students and promoted engagement.
As explained by one candidate, "It helped my
student with reading without him thinking he
was doing extra work." For example, having
children create a word web on the computer
was more motivating than using a worksheet.
Research Question 3: How did reading specialist candidates demonstrate professional
growth as a result of using technology-based
instructional techniques and materials?
The reading specialist candidates demonstrated professional growth as a result of using technology-based instructional techniques
and materials by adding a digital twist to their
already-famiar teaching techniques, such as
a readers' theater. For example, one candidate
explained that she constantly used readers'
theater in her classroom but never video-recorded the performances, which is a practice
that she will begin to implement. Generally,
candidates will incorporate the use of Flip
cameras in the futtire. It was perceived that
the technology tool used enriches the activities for which is it used. A group of candidates (42%) believed that using a Flip camera
provided meaning and purpose to the lessons.
Because the technology-based materials were
user-friendly, the candidates felt comfortable
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Figure 1. Questions Answered by the Participants at the Conciusion ofthe Summer
Reading Program
1. How did you use the Flip video camera with your student?
2. In what ways did the use of a Flip video camera support your student's literacy
development?
3. Please describe how the use of a Flip video camera promoted your professional growth
as a reading specialist. In other words, did using this technology represent a new learning experience for you? If so, how?
4. How did you use the digital audio recorder with your student?
5. In what ways did the use of a digital audio recorder support your student's literacy
development?
6. Please describe how the use of a digital audio recorder promoted your professional
growth as a reading specialist. In other words, did using this technology represent a
new learning experience for you? If so, how?
7. On a scale of 1 to 5 (with 5 representing the most impact), to what extent do you believe the use of digital, technology-based techniques and tools influenced the student's
growth in literacy?
8. What evidence, as documented in your Teacher Work Sample, supports the rating that
you assigned in question #7? (For example, assessment results, observations of the
student's enjoyment of creating digital stories, etc.)
9. Other than the Flip cameras and digital audio recorders, what technology-based tools
did you use in the Summer Reading Program (such as digital storytelling. Web 2.0,
electronic sources for shared reading and writing experiences, websites, online reference tools, etc.)?
10. How efifective do you believe these other technology-based materials were in promoting your student's literacy growth?
11. Do you have any other information that you believe is important to share?
9. Use of a doctmient camera and projector to share enlarged texts and create backdrops
and sound effects for dramatic experiences
10. Use of computers and programs (for uses that include but are not limited to: Word and
PowerPoint to create games and assessments, iPad applications, iTunes for sharing
poetry, iMovie, Google, various websites, and digital storytelling)
11. Effectiveness of technology on children's literacy development as shown in their acquisition of new skills, enhanced creativity, increased engagement and motivation
12. Other benefits that include effective classroom management and opportunities to share
student work
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