Table of Contents Abstract Introduction - Statement of the Problem -Review of Related Literature

1. Literacy and Technology: Integrating Technology into Literacy InstructionLetty Vacaand Christina NapolitanoEDU 702.22 Fall 2008

2. Table of Contents Abstract Introduction -Statement of the Problem -Review of Related Literature -Statement of the Hypotheses Method -Participants -Instruments -Experimental Design -Procedure Results Discussion Implications References Appendix (ces)

3. Introduction • Technology has become part of our everyday lives. • Since the NCLBA and the National Education Technology Plan (2004), the plan calls for schools to keep up with the times and integrate technology that are deemed beneficial to teachers and students • Technology is something students can relate to because they do use it every day, from cell phones to video games; technology engages children because again it is something they use in their everyday lives. • The appropriate technologies and software programs that are evaluated useful by the teacher, not only engages children in what she/he is learning, but can help them understand clearly what they are learning, especially for students of different learning types. • Literacy will always be an important topic in the field of education. • This study is not advocating that technology should take over to teach reading skills, but technology should be attempted to be used in classrooms to supplement, support and enhance learning in any subject, especially in reading.

4. Statement of the Problem A large percentage of the fourth graders’ reading scores in the State of New York are still below the proficient reading level (November, 2007). Integrating technology in the classrooms to support or supplement teachers’ literacy instruction can enhance children’s reading skills.

5. Review of Related Literature Four theorists that align with our action research project: Howard Gardner • Gardener believes that people are intelligent in different ways: Verbal/Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic,Interpersonal, and Intrapersonal

6. Maria Montessori • Students are lifelong learners and problem solvers • Learning occurs in an inquiring and cooperative atmosphere • Students increase their own knowledge through self-and teacher-initiated experiences. • Learning takes place through the senses. • Students learn through manipulating materials and interacting with others. • These meaningful experiences are precursors to the abstract understanding of ideas.

7. Jean Piaget “Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences” (Funderstanding, 2008). Children can construct their own knowledge  build knowledge through experience  experience enables to create schemas (mental models)

8. Lev Vytgosky • Children make meaning through community places, which plays a central role, and the people around the student greatly affect the way he or she sees the world. • The type and quality of tools used for cognitive development (culture, language, important adults to the student) determine the pattern and rate of development. • The Zone of Proximal Development - problem solving skills of tasks can be placed into three categories: Those performed independently by the learner. Those that cannot be performed even with help. Those that fall between the two extremes, the tasks that can be performed with help from others.

9. So how does Gardner, Montessori, Piaget and Vytgotsky fall into our action research project? When instructional methods incorporate technology (software programs, podcasts, wikis, internet, e-mail, etc.) in cooperative learning and independent projects, students get to exercise their visual/spatial, logical/mathematical and verbal/linguistic channels; they become engaged with their peers, teacher/facilitator and are motivated to work on their own on a challenging software program or on a project with the guidance of their teacher. Other positive effects (Learning Theory for Education and Training with Technology, 2000): • Interdependence • develop pro-social behavior • Improved self-esteem and appreciation of school • Greater psychological health • Students develop  positive peer relationships. • Social and communication skills are developed. • Improved intrinsic motivation • Groups provide an academic and personal support system • Reflective and metacognition abilities of learner are developed as student seek to clarify, explain and justify their stand • Promote greater competencies in critical thinking • Cognitive "rehearsal" results in enhanced short- and long-term memory.  • Learner learns to accommodate various perspectives on an issue. • Positive attitudes toward the subject areas studied • Higher achievement and greater productivity

10. Review of Related Literature • Technological tools (ex. SMARTBoard, Electronic books and software programs) can facilitate literacy instruction and increase both the students’ attention in learning and their reading comprehension (Matthew, 1997; Doty, Popplewell & Byers, 2001; Gillen, Staarman, Littleton, Mercer & Twiner, 2007; Shenton & Pagett, 2007; Pearman, 2008; Star, 2003). • Interactive whiteboardscan accommodate multiple learning types (Basilicato, 2005; Wall, Higgins & Smith, 2005). • Laptopscan engage children in their learning process and enhance their reading skills (Warchauer, 2007). • Internet is another tool used for online activities (reading and writing), research on subjects and build vocabulary (Schmar-Dobler, 2003; Bromley, 2002). • Web Questengages students in information processing and collaboration. “When Web Quests are literature based, books become the focal point for reading-centered learning activities” (Teclehaimanot & Lamb, 2004).

11. Review of Related Literature CD-ROM Storybookscan increase and aid reading comprehension by helping students focus more on understanding the meaning behind the text and less on decoding. ((Matthew, 1997; Doty, Poppelwell & Byers, 2001; Pearman, 2008; Pearman, 2008). Digital Story tellingteachers can integrate Digital Storytelling in their lessons to “enhance and accelerate student comprehension” by using visual images (Robin, 2008). Video gamescan help activate “critical thinking skills and problem solving skills based on prior knowledge, and even help make connections” (Gee, 2008). Text to speech software is a software that reads the story aloud as the student reads. It is useful especially for struggling learners because the struggling readers are able to listen to the words as they read the text.

12. Review of Related Literature Pros for integrating technology • Facilitates different learning styles • Stimulates different learning channels (Auditory and Visual) • Can increase students’ attention • Can increase and aid reading comprehension • Can help activate critical thinking skills and problem solving skills • Can integrate images, audio and animation in lessons • Encourages collaboration /cooperation (ex. WebQuest assignments) • Educational website found that teachers promote using technology in the classroom because they find that it does improve students’ performance (Star, 2003). Cons for integrating technology • Can be expensive, especially to maintain • Mastering programs for teachers and students takes time and effort • Can cause frustrations because of technical malfunctions (Wall, Higgins & Smith, 2005).

13. Statement of Hypotheses HR1 Integrating technology into literacy instruction will enhance 4th graders reading skills. HR2 The absence of integrating technology into literacy instruction can hinder 4th graders from improving their reading.

14. Method Participants • Total population of 48 fourth graders • One classroom- 95% African American & 5% Hispanic • Second classroom- 60%- African American, 39% Hispanic, & 1% Caucasian • Lower to middle class • Public elementary school located in the Bronx, N.Y. Instruments • Interactive whiteboard • Internet (Online reading programs) • Surveys, questionnaires, etc. • Various reading software programs • Jumpstart 4th Grade • Reading Blaster • Vocabulary Adventures • Reading assessments such as running records and WRAP’s to asses fluency and reading comprehension

15. References American Montessori Society. (1993, November). Position Statement Key Concepts and Practices. Retrieved September 25, 2008, Web site: http://fac-staff.seattleu.edu/jcm/web/key_concepts.html Baker, E.A. (2000, July). Instructional approaches used to integrate literacy and technology. Reading Online, 4(1). Retrieved September 29, 2008, from http://www.readingonline.org/articles/baker/ Balajthy, E. (2005, January/February). Text-to-speech software for helping struggling readers. Reading Online, 8(4). Retrieved October 30, 2008 from http://www.readingonline.org Basilicato, Alfred. (2005, March). Interactive Whiteboards: Assistive Technology for Every Classroom. Retrieved September 20, 2008, from Peter Li Education Group web site: http://www2.peterli.com/ts/resources/articles/archive.php?article_id=892 Brinker, Michelle. (2005, December 9). Technology in the Classroom: Cons of technology use. Retrieved November 1, 2008, from http://www.jvkco.net/mrb/technology/cons Bromley, K. (2002, July/August). Vocabulary learning online. Reading Online, 6(1). Retrieved October 27, 2008 from http://readingonline.org Casey, J. (2001, October). Technology empowers reading and writing of young children. Reading Online, 5(3). Retrieved October 29, 2008 from http://www.readingonline.org Constructivism Theorists. (n.d.). Retrieved September 25, 2008, Web site: http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/theorists.htm Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002, May). How Does Technology Influence Student Learning? Learning & Leading with Technology, 29(8), 46-49,56. Retrieved October 30, 2008, from caret.iste.org/caretadmin/news_documents/StudentLearning.pdf  Department of Education, W. (2004, January 1). Toward a New Golden Age in American Education: How the Internet, the Law, and Today's Students are Revolutionizing Expectations. US Department of Education, (ERIC Document Reproduction Service No. ED484046) Retrieved October 30, 2008, from ERIC database.

16. Doty, D., Popplewell, S., & Byers, G. (2001, January 1). Interactive CD-ROM Storybooks and Young Readers' Reading Comprehension. Journal of Research on Technology in Education, 33(4). (ERIC Document Reproduction Service No. EJ635447)Retrieved October 2, 2008, from ERIC database. Education Development Center. (2008). Can Technology Improve Student Comprehension? Retrieved November 20, 2008, from http://www.education.com/reference/article/Ref_Can_Technology/ Funderstanding. (2008). Retrieved December 4, 2008, from http://www.funderstanding.com/content/constructivism Gee, J.P. (2008, April). [Review of the book What Video Games have to Teach Us about Learning and Literacy]. Journal of Literacy and Technology, 9(1), 101. Retrieved September 17, 2008, from http://www.literacyandtechnology.org/volume9/JTL_v9_1.htm Gillen, J., Staarman, J., Littleton, K., Mercer, N., & Twiner, A. (2007, September 1). A Learning Revolution? Investigating Pedagogic Practice around Interactive Whiteboards in British Primary Classrooms. Learning, Media and Technology, 32(3), 243-256. (ERIC Document Reproduction Service No. EJ772461)Retrieved September 25, 2008, from ERIC database. Goff, Hannah, (2007, January 15). Too much technology in the classroom? Retrieved from November 2, 2008 from http://news.bbc.co.uk/2/hi/uk_news/education Graduate Student Instructor Teaching and Resource Center. (2008, July 7). Pros and Cons of Using Instructional Technology. Retrieved November 3, 2008, from http://gsi.berkeley.edu/resources/it/pros_cons.html Hassett, D., & Schieble, M. (2007, September 1). Finding Space and Time for the Visual in K-12 Literacy Instruction. English Journal, 97(1), 62- 68. (ERIC Document Reproduction Service No. EJ776534)Retrieved October 2, 2008, from ERIC database. Higgins, S., Beauchamp, G., & Miller, D. (2007, September 1). Reviewing the Literature on Interactive Whiteboards. Learning, Media and Technology, 32(3), 213-225. (ERIC Document Reproduction Service No. EJ772449) Retrieved October 30, 2008, from ERIC database. Inman, L. & Horney, M. (1999, April). Electronic Books: Reading and Studying with Supportive Resources. Reading Online. Retrieved September 29, 2008, from http://www.readingonline.org/electronic/elec_index.asp?HREF=ebook/index.html Kuroneko, K. (2008, August 11). SMART Board - Pros and Cons of Using a Digital, Interactive Whiteboard (In the Classroom). Retrieved November 3, 2008, from http://ezinearticles.com/?SMART-Board---Pros-and-Cons-of-Using-a-Digital,-Interactive-Whiteboard-(In- the- Classroom)&id=1399407

17. Lam, Jamshed M. (2007). Technology in the Classroom. Retrieved November 16, 2008, from http://www.teach- nology.com/tutorials/techinclass/print.htm Learning Theory for Education and Training with Technology. (2000). Retrieved December 4, 2008, from http://hagar.up.ac.za/catts/learner/2000/scheepers_md/projects/loo/loo.html McNabb, M.L., Hassel, B., & Steiner, L. (2002, June). Literacy learning on the Net: An exploratory study. Reading Online, 5(10). Retrieved October 29, 2008, from http://www.readingonline.org/articles/art_index.asp?HREF=mcnabb/index.html Matthew, K. (1997, January 1). A Comparison of the Influence of Interactive CD-ROM Storybooks and Traditional Print Storybooks on Reading Comprehension. Journal of Research on Computing in Education, 29(3), 263-75. (ERIC Document Reproduction Service No. EJ544678)Retrieved October 2, 2008, from ERIC database. Mott, M. & Benus, M. (2006). Digital Books with Media-rich Paper: Enhancing Reading Comprehension through Touch User Interface T echnology [Electronic version]. Journal of Literacy and Technology 7(2), 1-14. Retrieved September 17, 2008, from http://www.literacyandtechnology.org/JLT_v7.htm Oakley, G. (2003, March). Improving oral reading fluency (and comprehension) through the creation of talking books. Reading Online, 6(7). Retrieved October 30, 2008, from http://www.readingonline.org/articles/art_index.asp?HREF=oakley/index.html Pearman, C. (2008, May 1). Independent Reading of CD-ROM Storybooks: Measuring Comprehension with Oral Retellings. Reading T eacher, 61(8), 594-602. (ERIC Document Reproduction Service No. EJ793152)Retrieved September 25, 2008, from ERIC database. Robin, B. (2008, July 1). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228. (ERIC Document Reproduction Service No. EJ799668)Retrieved October 1, 2008, from ERIC database. Schmar-Dobler, E. (2003, September). Reading on the Internet: The link between literacy and technology. Journal of Adolescent & Adult Literacy, 47(1). Retrieved September 29, 2008, from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/jaal/9-03_column/index.html Shenton, A., & Pagett, L. (2007, November 1). From Bored to Screen: The Use of the Interactive Whiteboard for Literacy in Six Primary Classrooms in England. Literacy, 41(3), 129-136. (ERIC Document Reproduction Service No. EJ778845)Retrieved September 25, 2008, from ERIC database.

18. Silverblatt, A. (2000, September). Media literacy in the digital age. Reading Online, 4(3). Retrieved October 27, 2008 from http://www.readingonline.org Smith, M (2008). howardgardner, multiple intelligences and education. Retrieved September 25, 2008, Web site: http://www.infed.org/thinkers/gardner.htm Star, Linda. (2003, January). How Teachers View Technology.Retrieved September 20, 2008, from Education World website: http://www.education-world.com/a_tech/tech/tech180.shtml Teclehaimanot, B., & Lamb, A. (2004, March/April). Reading, Technology, and Inquiry-based Learning Through Literature-Rich WebQuests. Reading Online, 7(4). Retrieved September 29, 2008,from http://www.readingonline.org/articles/art_index.asp?HREF=teclehaimanot/index.html U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress. (2007). 1992 – 2007 Reading Assessments, State Snapshot. Retrieved October 9, 2008, from http://nationsreportcard.gov/reading_2007/r0005.asp U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress. (2008, March). Digest of Education Statistics: 2007. Retrieved October 9, 2008, from http://nces.ed.gov/programs/digest/d07/tables/dt07_116.asp?referrer=report Wall, K., Higgins, S., & Smith, H. (2005, September 1). The Visual Helps Me Understand the Complicated Things: Pupil Views of Teaching and Learning with Interactive Whiteboards. British Journal of Educational Technology, 36(5), 851-867. (ERIC Document Reproduction Service No. EJ694159)Retrieved September 25, 2008, from ERIC database. Warschauer, Mark. (2007). [Review of the book Laptops and Literacy: Learning in the Wireless Classroom]. Journal of Literacy and Technology, 8(1), 49. Retrieved September 17, 2008, from http://www.literacyandtechnology.org/volume8/no1/JLT_v8_1.htm Wood, R., & Ashfield, J. (2008, January 1). The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study. British Journal of Educational Technology, 39(1), 84-96. (ERIC Document Reproduction Service No. EJ782723)Retrieved September 25, 2008, from ERIC database.