Kaylie Pearson

Baker, E. (2000). Integrating Literacy and Tool-Based Technologies: Examining the Success and Challenges.

Computers In The Schools, 16(2), 73.

In this article, the researchers compare the successes and the challenges of using technology when writing. They demonstrated this by using inquiry projects and process writing. The students were first given a topic that they then had to research using many different forms of technology. Once the students did their research, they were then allowed to start the writing process using word processors. In order to publish their writing, they would print out their work. From this research, they found that the students became even more accustomed to working with one another and wanted to work together all the time. This could have possibly promoted collaboration among the students. The teacher also used what they have written to address different mini-lessons that each students may need. Some of the challenges that they faced with this was that it was hard for the students to decipher between good and bad resources on the internet. With information that was presented in this article, I could do a dos and donts chart for incorporating technology into the writing curriculum. I think that this would be useful for teachers that are just becoming digital classrooms or that are trying to incorporate more technology into the curriculum. Data analysis revealed that over 70% of the reading and writing activities in this classroom, which at some point included tool-based technology, occurred while the students researched or reported their findings about inquiry topics. (pg 82) Because the tool-based technology gave the students access to many sources of information, the students had to learn to deal with conflicting and inaccurate information. (pg 88)

Van Leeuwen, C. A., & Gabriel, M. A. (2007). Beginning to write with word processing: Integrating writing process and technology in a primary classroom. Reading Teacher, 60(5), 420-429. In this article, the authors discussed the ways that teachers used writing processors to help 1st grade students with their writing. Research has shown that the students collaborate and communicate well with one another once word processors are introduced. The particular case study in this article was set to determine what the impact of different writing tools on primary grade students. The teacher in this article found different ways to expand the students thinking and challenged them with different tasks to complete on the computer. They found that when students were involved in writing tasks, they were very excited and focused. In this article, the teacher also used writing conferences to interact with the students, but they were much shorter with technology involved. One of the benefits that they found with using word processors was that the students revision process was much easier for them. They found this to be beneficial for the younger students especially who are learning to write. This article also provided ways that you should implement word processing tools into the classroom. You should provide realistic expectations for your students, always plan to adjust what you have set, schedule feedback times, be prepared for students to focus on the computers, and teach students skills to collaborate with one another. With the information provided in this article, I thought that I could maybe make a recipe for how to implement technology into your writing curriculum. This would include steps for the teachers to take in order to have a good outcome. The keyboarding skills of younger students did not appear to interfere with their composing because very beginning writers have a slower composing and inscribing rhythm. (pg 426) Word processors are tools that can complement the range and type of writing activities in elementary school classrooms. (pg 427)

Patten, K.B., & Craig, D. (2007). iPods and English-language learners: a great combination. Teacher Librarian, 34(5), 40-44.

With the use of technology, it was found that overall the writing skills and vocabulary development improved. One study also found that comprehension skills increased.

Technology allowed ELLs to take control of their learning in the classroom. It allows them the opportunity to listen to instruction multiple times as well as practice their pronunciation with the vocabulary they are hearing. This also allows them to manage the speed at which they are learning.

Podcasting is available for the teachers and students. This enables the teachers to upload their lectures and materials onto the podcasting service where students can then download it onto their own device. This allows the students the chance to refer back to it later. This enables ELLs to replay lectures to increase their comprehension.

iPods can be used in many forms in the classroom to help all of the learners in your classroom.

Providing teachers with a list of different types of technology that they can incorporate into their classroom could be a beneficial part of a website. Podcasting is a great tool that I could inform other teachers about that look at my site.

It is also beneficial to know how technology benefits our ELLs and what else we can do to help them with their reading and writing skills.

Guidelines for integrating technology: consider your learning goals, remember that with technology comes complexity in terms of learning curve, determine the degree of student involvement, and the role of the participants must be addressed.

The information in this article is very beneficial for teachers to see how technology can benefit all of the learners in your classroom. With this information, I would like to incorporate the benefits for all learners and technology. I think that this would be helpful and eye opening for teachers to see.

Considering the large number of immigrant students entering public schools, one cannot overlook the potential value of the iPod in assisting students who are entering a new school environment, learning English as a second language, and becoming familiar with a new cultural environment. (pg 40) The classroom became the cool place to be and the iPods the it tool to work with. (pg 42)

Hicks, T. (2009). The digital writing workshop. Portsmouth : Heinemann. Integrating the digital workshop into writing using technology. There are many tools that you can use for each part of the writing workshop. This book provides a chapter for each step that gives you different ideas to incorporate into your classroom. The second chapter is choice and inquiry. This forms the foundation on writing workshop. In this first stage, you can use blogs, wikis, or digital stories to help your students decide on the type of genre they want to work on. You can demonstrate the type of genres that there are. This is the stage where we are really trying to engage them into the digital workshop. The third chapter is conferring. Teachers can also use blogs and wikis to help them track students revision over time. Students are able to look and comment on each others work. The teacher is able to see the different drafts that the students have written and what they have worked on. The fourth chapter is about authors craft. The teacher looks at the students work and determines the type of message that they are trying to give off. She looks at the different type of media that they have used to get their voice heard through their writing. In this stage they can also use the blogs and wikis to help them highlight or leave comments about certain parts of the students stories. This will then give the students an idea of what they should go back and fix without have the red pen on their paper.

The fifth chapter is the publication of their writing. The way that they can publish their writing digitally is by maybe having a pen pal, on school websites, or just by inviting audiences to come look at your work on your blog. Blogs are a great resource for the students to be able to keep their writing all in one place and they can show it off. You can also encourage your students to publish their work to wider audiences to see what type of feedback that they get back on it.

The last stage is the assessment part. With this part of the digital writing workshop, the teachers already have all the information they need in the students blogs or wikis. This makes the assessment easier for teachers to go back and look at the different comments that they made. They can also see if the students fixed what was highlighted or commented on.

With this whole book, I could use it to come up with something that helps teachers see how to incorporate technology into the writing workshop. It goes step by step and provides different tools that you could use for each stage of writers workshop. It would be helpful to provide a list of tools for teachers to use.

And when writers write every day, they begin to compose even when they are not composing. They enter a constant state of composition (Graves 1994, 14). (pg 6) Digital writing changes a number of dynamics in the writing process, and there are implications for three of those dynamics that seem to be most pronounced: the students we teach, the subject matter of writing, and the spaces in which writing occurs. (pg 125)

Herrington, A., Hodgson, K., & Moran, C. (2009). Collaborate digital writing: The art of writing together using technology. In E. Eidman-Aadahl (Ed.), Teaching the new writing technology, change, and assessment in the 21st-century classroomNew York, NY: Teachers College Press. Collaborative digital writing is a way to get the teacher and students working together on one project. This project could take several periods to complete, but the students are able to publish their work. Technology makes collaborative writing more effective. This chapter also discusses the different software that you can be used, such as word processors. The students are then able to publish their work in the form of a digital story, podcast, digital graphic writing, or a video. The first element of collaborative digital writing is pitching ideas. The students come up with different ideas and must persuade the rest of their classmates that their idea is the best one. The second element is engaging in leap frogging. The students use this time to bounce ideas off of one another. They start with an idea and go with it until they have what they would like the story to be about. The third element is making friendly amendments. This allows the students the chance to say their ideas aloud. When the teacher hears the idea presented, she will repeat it and ask for the classes opinions. The fourth element is pacing and meeting deadlines. The students must have a deadline that they are working towards or the project may not be completed. This gives the

students a type of initiative to figure out when they think that different tasks need to be completed in order to reach their deadline. The fifth element is developing patience. The students have to be able to realize that the project takes a while to complete. They have to learn to visualize the finished product and what they are working towards. The sixth element is polishing the story. With technology, the students are able to make their finished projects much more developed than it would be if they would not have incorporated it. The final element is completing a project. By the end of the collaborative digital writing project, the students feel like they completed much more than when they just sit down doing small assignments. The students are able to share the projects with other classes and teachers. I like this chapter of the book because it teaches you how you can also use technology to write collaboratively with your students. Writing independently is an important part of the curriculum, but students should also get the chance to come up with a finished project as a class. I think that this would be another important element to help teachers visualize what digital writing looks like in the classroom and the many different ways that you can use it. Technology plays a big part in making collaborative digital writing effective. (pg 40) When students are led in collaborative digital writing projects, they will develop not only their technology skills but also improve their interpersonal communication and organizational skills. (pg 54)

McGrail, E., & Davis, A. (2011). The influence of classroom blogging on elementary student writing. Journal Of Research In Childhood Education, 25(4), 139-142.
This article introduces the idea of using blogs in the elementary classroom to help students with their writing. The primary question was addressed for fifth grade students asking, What happens when 5th graders blog and converse about literacies and beyond? The researchers wanted to use this to see how blogging influences students writing and literacy. The teacher introduced blogging by teaching the students about questioning, thinking, writing, collaborating, reflecting, commenting, linking, and proofreading. The students are also given expectations for their blogging and kind of guidelines. They should be supportive of each other and give each other feedback. From the research, they found that the students became connected to the audience, they gained a sense of agency, and they started to take ownership of authors craft and the writing process. The students were able to publish their work and were proud of what they had done. This is a great tool to use in the classroom when getting your students to write. Students could also use their blogs as a place to keep all of their writing from the year to see their progress. The use of blogs in classrooms represents a new approach to teaching writing that is developing and changing daily. On the other hand, blogging, as practiced in the current study, represented a new kind of space for learning that connected the traditional classroom experience to opportunities for discussion, exchange of passions, teaching others, and learning from others, beyond the classroom.

Morgan , H. (2011). Using handheld wireless technologiesin school: Advantageous or disadvantageous?. Childhood education, 87(2), 139-142.
Wireless devices have become a way of life for most people in the world today. It makes it easier for us to communicate with one another, and it is also very convenient. In the classroom, students can use these handheld devices for sorting information, email, internet, and they can also download different software to help them learn. Since this device is affordable and portable, it is an advantage for teaching in the classroom. Research has also found that iPods and other handheld devices can help engage your students, as well as help the students with listening and vocabulary after school. It can be used in many ways to help all of your students. It is also important that we introduce our students to the new digital literacy technology. The students must learn to use these devices since they are so popular in our world. Some of the disadvantages that people see with this type of technology in the classroom is the increase of cyber bullying, it could promote cheating, or other bad habits that we do not want our students to have. Another disadvantage that they have found is the distraction that technology can cause for the students in your classroom. One concern that they have found is that the software provided for k-12 students could be difficult to understand. Meaning that the teachers would need support before they would be able to make effective lesson plans for their students. With the information in this article, I will be able to include some of the advantages and disadvantages into my dos and donts chart. This article gave me more insight on how useful handheld devices could be for our students. Nevertheless, the world has become technologically oriented, and so students need to learn how to use new technology if they are to be prepared to function well in the world. (pg 139)

After observing classrooms in which students were using iPods, she concluded that the iPods can provide students with listening and vocabulary practice after school, leading them to learn new words and phrases at their convenience. (pg 139)

White, E. L., & Gillard, S. (2011). Technology-based literacy instruction for English language learners. Journal of College Teaching & Learning , 8(6), 1-5.
English language learners are a growing population in many schools. Since school funds are being reduced in some places, this means that officials are eliminating the ESL teachers for these students, and it is increasing the number of students per teacher. Some of these ELLs are not getting the one on one time that they need. Using technology-based literacy instruction, you could give your students an iPad and have them practice during their couple of minutes of free time. Also on most devices, you are able to track your students progress over time. This article presents some of the different programs that you can use to help these ELLs in your classroom. The first one that they mentioned is computer-assisted pronunciation training. This program not only teaches the students, but it also collects data to know where to start the student off for the next time. They also mentioned computer-assisted language learning. This program assists the students when learning another language and allows them to create sentences in their target language. Another tool that they mentioned using are games and simulations. The players are able to communicate with one another through chat or text. This allows time for the ELLs to think about how to speak or write what they are trying to say. They also have online intervention and mobile apps. These are able to track the different students progress and are engaging tools for the students to use. This information presented in this article is very beneficial since the number of ELL students is increasing. We need to know different things that are working or these students. For my project, I would like to incorporate a page about helping ELLs using technology, and the different programs and tools that are out there to use. The rapid growth of technology has created a global society of native digital learners. Todays students learn through interactive web chats, virtual game simulations, texting, podcasts, and other real time authentic activities. Digital learning has become a staple in modern society. (pg 4)

The integration of technology based literacy instruction, specifically designed for this population, provides a logical means to assist teachers in the facilitation of second language acquisition for ELLs. (pg 1)

Fraga, L., Harmon, J., Wood, K., & Buckelew-Martin, E. (2011). Digital word walls and vocabulary learning: The use of ipods to facilitate vocabulary instruction with ESL students. Journal of The Research Center for Educational Technology, 7(2),
This article suggests the importance of English language learners getting the proper vocabulary instruction that they need to learn another language. Providing these students with mobile devices allows them to learn anytime anywhere. This is the new way of learning, and students have to become familiar with the different types of technology. In this article, the researchers posed the question of which is better digital or non-digital literacy learning. They found that for each question, the main thing is increasing student engagement. Students must be engaged in their learning for it to really sink in. Both types of instruction must provide students with the type of engagement that they need to be successful. They also found that for the ELLs it increased their self-efficacy and assisted them into becoming self-directed learners. The information in this article just adds to the portion that I would like to include about ELLs and technology. It gives me more insight on what I could do to help teachers see the importance of helping these students and how beneficial technology is. Todays advances in technology have provided us with a variety of useful tools to aid in vocabulary teaching and learning that can supplement and enrich the ways in which students have traditionally learned vocabulary. (pg 1) Educators need to look carefully at the potential for using mobile devices to support the language and vocabulary development of ESL students. (pg 5)