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Lakia M. Scott University of North Carolina at Charlotte Advancing Literacy: Literacy & Learning for All April 18, 2013 # teachersavvy. Using Speech- & Tech-Savvy Tools to Increase Student Literacy Outcomes across the Content Areas. This presentation will discuss:
University of North Carolina at Charlotte
Advancing Literacy: Literacy & Learning for All
April 18, 2013
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, 2004 and 2008 Long-Term Trend Reading Assessments.African American Female Reading Achievement
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, 2004 and 2008 Long-Term Trend Reading Assessments.African American Male Reading Achievement
Moore-Hart (2004/2005) discussed how to shape curriculum to represent classroom diversity for early grade level students by using electronic contexts to promote reading and writing literacy. Modeling to students how to use technology to find related information helped to reinforce their cultural identities and also allowed the students to work in small groups to learn about other cultures. The study discussed how the wide variety of information available via the internet helped to increase the reading skills of students and the associated classroom activities assisted in developing writing skills. Students documented their findings and summaries in learning logs and visual maps using images found online. Implications from this research were: (1) hypermedia and multimedia should be a common practice for young learners; (2) this practice will further develop a diverse learning setting with a wide range of resources; and (3) teachers must follow a process approach to learning by providing meaningful contexts that emerge from the students’ cultural and personal experiences (Moore-Hart, 2004/2005).
Tarasiuk (2010) increased literacy instruction by using technology as the medium between the teacher and students. In middle school English courses (grades sixth through eighth), she found that students had lost interest in traditional instructional practices of reading a text and then writing reports and/or forming collaborative study groups. After surveying students about their interests in reading and also observing the students in a computer lab setting, Tarasiuk (2010) realized that students were more engaged and attentive to social media sites and also participated in language constructs when emailing, instant messaging, and participating in reading blogs. She also noticed that students had increased their levels of reading by looking at news stories, fashion and celebrity blogs, sports sites, and even online novels. Using Wikis and digital book talks, her students began to increase their participate in reading and writing projects and were more apt to continuing the conversation outside of classroom time. From this instructional transition, Tarasiuk (2010) evidences that she did more facilitation of learning and allowed students to become more comprehensive in understanding the texts. Also noted, students became peer-teachers to others who weren’t as advanced to the various technology methods used in the classes. Overall, the integration of technology allowed students to become more involved in reading, writing, and communicating using multiple digital tools and resources.
Immediate integration of code-switching practices as part of professional development for urban school educators
Re-evaluate forms of assessment for culturally diverse school populations
Consider curriculum reform specific to the demographic needs of school populations; not generalizable to the district