Troy, J., & Cuthrell, K. (2011). YouTube: Educational Potentials and Pitfalls.

Computers in The Schools, 28(1), 75-85 Professional Practice Article Summary: This article discusses the benefits and challenges educators face when using YouTube in the classroom. Researchers have found that integrating video technology in instruction increases positive gains in student outcome. Since YouTube is the leading video sharing website in the world, the authors focus on the multiple ways this 21st Century tool can be used in instruction and also the challenges that exist, and give solutions to educators that are facing these challenges. Media technology can activate all of the multiple intelligences of students; creating the ideal learning situation. YouTube can be integrated into the classroom and used as the ultimate learning tool to stimulate the brain. Since YouTube is easily accessible, it is ideal for use as a direct part of instruction and as use as a teaching resource. As a direct part of instruction, YouTube can be used to show media related to content, for use with ELL students to promote precise language through leaving video feedback, and to share and view student work. As a teaching resource, YouTube can give educators lesson plan ideas, give ideas for student activities, and can be used to further teacher understanding of content or material. Educators can reference material that may be too mature in nature for students. Although YouTube and other video sharing websites can open up limitless resources to educators, if videos are not critically selected and do not hold clear educational values, then they are not beneficial to students. For example, on YouTube there are many School House Rock parodies that look identical to the actual educational clips. These parodies are highly inappropriate for children, so educators need to make sure that they are viewing the media before presenting it to students. Educators need to remember that anyone can display any non-copyrighted material on YouTube. Besides media that is not educationally appropriate, another challenge to educators may be limited availability to technology. Many schools have blocked YouTube access due to content that may be inappropriate for student viewing. Also, videos are constantly being deleted due to copyright laws, so some media may not be accessible when an educator wants to present it to students. Even though there are some challenges that face using video sharing websites, the positives outweigh the negatives as long as educators examine credibility when selecting media to integrate into instruction. Also, websites such as Zamzar.com allow users to legally convert YouTube videos and save them for later use. This solves the accessibility problem allowing access whenever without having to

worry about the video being deleted. When used properly, YouTube can be valuable for students and educators. Critical Evaluation: I found that this article was very beneficial to educators who want to integrate media technology into instruction. Educators need to know the circumstances surrounding video sharing websites before presenting content to students. I feel that this article would be a helpful resource to teachers who want to use websites such as YouTube, but may be wary about which material is appropriate for students. Also, educators that are not sure how to navigate around challenges they may face using YouTube in the classroom. Another aspect of the article I personally found to be beneficial, was the way that the authors gave specific examples of how YouTube could be used in the classroom. The school that I teach at just unblocked YouTube for use in the classroom, so I have been wary about using the tool in my own classroom. After reading this article I feel more confident in integrating these videos into my instruction. I now know what I need to do as an educator before I present videos to my students. Also, I have learned ways to decrease limitations that I may face when using the website.

Shamir, A. & Shlafer, I. (2011). E-books Effectiveness in Promoting Phonological Awareness and Concept About Print: A Comparison between Children at Risk for Learning Disabilities and Typically Developing Kindergarteners. Computers & Education, doi: 10.1016/ j.compedu.2011.05.001 Research Article Summary: This article describes a study conducted to compare the effect on an educational e-book, or computer based electronic storybooks, on the Phonological Awareness (PA) and Concept About Print (CAP) among pre-school-aged children that are at risk for learning disabilities (ALD) and children that are typically developing (TD). ALDs symptoms hinder kindergarteners acquisition of basic reading and writing skills. The study was performed on 136 kindergarten students ages 5-7 who were labeled ALD or TD based on a standardized intelligence test that measured verbal and non-verbal cognitive levels. The students were randomly assigned to one of two experimental groups. One group exposed students to an e-book intervention, while the second group experienced a standard kindergarten program. Results were found by comparing the two groups pre and post-

intervention scores. A gain in PA by both groups using the e-book intervention was found. Also, CAP improved while using e-books. This is very important, because PA and CAP are basic building blocks of literacy development as well as being a transition between listening and reading. This research proved that ALD students could make literary progress when exposed to short, motivating activities, such as e-books. There is a high value in incorporating multimedia and multisensory experiences into educational tools for students in this age group. Repeated exposure to these multimedia and multisensory tools, preferably e-books, can promote development of emergent literacy skills between both ALD and TD students. Inexpensive e-books cannot only be used in the classroom but also at home. Critical Evaluation: I believe that it is important for educators of young students to understand the benefits of e-books on phonological awareness and concept about print, because they are both so important to the fundamentals of basic reading skills. Also, parents need to be aware that e-books are available for use at home, and can be an inexpensive tool for children at risk of learning disabilities as well as typically developing children. I teach third grade, and this research will help me broaden my instructional tools for children that have learning disabilities or that are reading below grade level. I believe that there were a few problems with the results of the research as explained in the article. One problem is that the research showed that ALD students showed a higher rate of improvement in CAP than the TD students. This could be due to the fact that from the beginning of the research the CAP students scores were significantly lower than the TD students scores. Therefore the ALD students had more room for improvement instead of solely being based on the use of e-book intervention. Also, I would like to see additional research comparing the use of e-books versus the use of printed material. After reading this article I will increase the use of e-books in my classroom to differentiate instruction.

Vasinda, S. & McLeod, J. (2011). Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting. The Reading Teacher, 64 (7), 486-497 Research Article Summary This article sets up the scenario where students from 2nd and 3rd grade classrooms read a script that they have practiced all throughout

the week and they record their performance through a microphone connected to a computer. The performance will be a voice file that will be uploaded to a website. The website is open for home viewing of the students performance. The students are performing a Readers Theatre script and creating a Podcast of their performance. Readers Theatre has been proven as a literacy strategy to significantly enhance reading comprehension and fluency through repeated readings. Comparing Readers Theatre with the auditory nature of Podcasting could be a powerful tool. Vasinda and McLeod wanted to do a 10-week study to determine the effectiveness of paring Readers Theatre with technology, such as Podcasting. In the study 3 elementary schools were chosen, 2 of which were Title I schools. Out of the 3 schools, one 2nd and 3rd grade classroom were chosen from each school to be participants in the study. Out of those 6 classrooms, 35 students were found to be struggling readers as indicated by the Developmental Reading Assessment (DRA) or the Comprehensive Reading Inventory (CRI). Students were then divided into small groups in which they would perform their Readers Theatre scripts. Teachers were not supposed to choose scripts for groups based on reading levels, but instead on instruction or group interests. Students were given scripts on Mondays, practice the scripts Tuesday through Thursday, and performed the scripts on Friday. They spent 10-15 minutes each day reading the scripts for one week. At the beginning of the study, the average reading level for the 35 students was 1st grade. After the 10-week intervention had completed, the students, on average, were reading on a 2nd grade level. Individual reading level gains ranged from midkindergarten to 5th grade comprehension levels. At the conclusion of the research, Vasinda and McLeod found 3 benefits when pairing technology with Readers Theatre: having a wider audience, the permanency of the work, and using audio as a visual medium, such as students thinking people are watching them and using sound waves on the computer as visual clues. Critical Evaluation: This research article was very intriguing for me. As a third grade teacher I have used Readers Theatre, but have never though about pairing the strategy with technology. I believe that this article is for anyone that is interested or currently using Readers Theatre in their classroom, and for anyone who is interested in incorporating technology into instruction. I teach in a Title I school, so I know that this activity can be a part of my reading instruction. This type of technological use is not only beneficial to students, but also is inexpensive, easy to use, and easily accessible for teachers. I liked how the article gave pictures and text showing the process of Readers Theatre, recording the mp3, editing the mp3, and recording Podcasts.

This will be helpful as I try this activity with my students. I also liked how the article gave a website resource list for Readers Theatre scripts. The teachers were given an open-ended questionnaire, and the article provided some examples of teacher responses that are also helpful to me. The responses gave me ideas about things that I could do with my students. As stated in the article, there needs to be more research done containing larger samples to verify the comprehension results of the students. I look forward to implementing this type of technology in my classroom.

Hamilton, B. (2009). Making the Most of a Teaching Partner. The Reading Teacher, 63 (3), 245-248 Theory-into-Practice Article Summary: This article discusses how useful computers can be in the classroom, even when resources are limited. Computers need to be seen as teaching partners, and educators need to know that there are plenty of websites that offer a constructivist approach. Constructivism is referred to as learning as a complex, interactive, changing, active, and situated process that allows learners to individually construct their knowledge in a unique and meaningful way while confronting challenges and dilemmas fears and excitement (Levin & Wadmany, 206, p. 308). Constructivism promotes student-centered, shared understanding through group dialogue, and encouragement to the students own learning process. Constructivist approach websites can support cognitive development and higher order thinking. Studies have shown that learning websites increase student motivation, engagement, and achievement. Also, studies have shown how reading skills are positively affected by computer use. These websites can facilitate learning of story elements, decoding, fluency, and reading comprehension to name a few. Websites such as Classroom Book Talk wiki improves students writing by giving them a real audience and a real purpose. This can be a useful resource for educators, because studies show that creative book talks increase student reading engagement and achievement. The article also gives ideas of how educators can use these teaching resources in the most beneficial ways for students, even when teachers have limited technology in the classroom. Using computers in literacy learning allows students to take ownership of learning, which is a key component of the constructivist approach. Critical Evaluation:

I believe that this article is for educators that want to use learning websites in the most effective way in their classroom. Also, this article would be useful for teachers that have limited technology resources in their classroom. I liked how the article gave website recommendations that help increase literacy learning. The article gives descriptions of what the website entails and how other teachers have used the websites with their students in their classrooms. I can use this information to create ideas of how I would use these websites with my students. I found this article to be very informative. Putman, M. S., & Kingsley, T. (2009). The Atoms Family: Using Podcasts to Enhance the Development of Science Vocabulary. The Reading Teacher, 63(2), 100-108 Research Article Summary: Putman and Kingsley wanted to investigate the communication technology of podcasts and its correlation to benefits in teaching science related vocabulary among 5th graders. Through repeated exposure to concepts and vocabulary related to science by using audio broadcasts, the authors wanted to see if there was an educational impact on material that has been difficult for students in previous years. They also wanted to address the lack of research associated with using podcasts in the classroom. Podcasts are valuable for educators because students can access them at home if they have Internet access. They are also inexpensive, easy to use, reusable, and very beneficial to auditory learners. Since many educators have difficulty finding time to teach content specific vocabulary, the Putman and Kingsley wanted to examine the effect of teacher produced podcasts to help students learn content vocabulary that they could access anytime. The study was conducted with 58 5th graders. Half of the students received access to podcasts, while the other half received direct classroom instruction. The students vocabulary was chosen from a group of science terms that had been difficult for students in the past. Students prior knowledge of vocabulary terms was assessed with a pre-test. Using a song as the hook followed by a review of the vocabulary words featured in prior podcasts created the weekly podcasts. Next the podcasts contained a review of the new vocabulary words, along with passages to reinforce the words. Finally, the podcasts would have mental and active response activities for students to complete. The direct classroom instruction group received the vocabulary, with textbook definitions, at the beginning of instruction led by a teacher. Students read passages that contained the

vocabulary words at school and at home. Also, students created vocabulary word cards with their own definitions, and they kept this in a notebook for review. The results of the study showed a significant increase in test scores among the students who had access to podcasts versus the students who received vocabulary through direct classroom instruction. Critical Evaluation: This article is for educators who want to incorporate technology in the classroom, and also who want to reach this new generation of technology savvy students. This article would be beneficial to teachers that have difficulty finding time in their daily schedule to cover content related vocabulary. I liked how this article gave examples of podcasts and educational resources to use in k-12 setting. I would like to try this in my own classroom, and it will be helpful to have these resources available. As I was reading the article, I noticed that the study was done with students from a higher socioeconomic community. Since I teach in a very low socioeconomic area I felt discouraged about being able to do this with my students, but the article also gave suggestions for teachers that may have students that do not have access to technology at home. These suggestions will make this possible for me to attempt. A problem with this study is the fact that not much data has been collected to support the effectiveness of podcasts in the classroom. Most studies have been anecdotal and linked to motivation of students and improvement in writing and listening skills. Instead, data needs to be done to show a direct correlation between podcasts and student achievement.

Zawilinski, L. (2009). HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking. The Reading Teacher, 62(8), 650-661 Professional Practice Article Summary: This article explores ways that blogs can be used in the classroom to support literacy and to develop higher order thinking (HOT) among students while reading and writing. Blogs are an editable webpage in which people can add entries and posts. Blogs are an easy way for teachers to integrate technology into the curriculum. Since online reading comprehension emphasizes HOT skills, students can use blogs to develop these skills. Classroom blogs can be accessed outside of the classroom, breaking down the barrier between home and school. Blogs also provide an authentic audience for student writing and work. There are 4 common blogs used

in elementary classrooms; Classroom News Blogs, Mirror Blogs, Showcase Blogs, and Literature Response Blogs. Classroom News Blogs are used to communicate classroom events, homework assignments, updates on instruction, etc. to parents and students. Mirror Blogs are a website where both teachers and students can reflect on previous experiences. Showcase Blogs allow teachers to post student work for others to view. Teachers often use Literature Response Blogs to post questions based on a text students are currently reading. Students are then asked to respond using the blog. The article also discusses HOT blogging to develop higher order thinking and the four steps the HOT blogging approach consists of; bolster background, prime the pump, continue conversation, and make multiplicity explicit. These steps incorporate traditional reading comprehension skills with higher order thinking skills often used in online reading comprehension. Bolster the background is where teachers post questions on their classroom blog to build background knowledge about the text students are reading. During the prime the pump step, students use the background knowledge discussed in the bolster the background step to make interpretations and start a conversation with other students. While in the continue the conversation step, students begin to summarize and synthesis understanding of the texts. During the final step, make multiplicity explicit, students are invited to read, think, and comment on the classroom blog. Blogging can be beneficial to students because they are immersed in a wide range of print and non-print text. Critical Evaluation: This article is for educators that are considering creating a classroom blog. Also, this information would be beneficial to someone who is interested in the different ways blogs can be used with students. I like how the article gave scenarios of how different teachers used blogs in their classroom. This article gives someone almost all of the information they need before creating a classroom blog by giving the 4 steps to creating a blog, giving examples of each type of blog, and showing figures of different blog sites. I believe that after reading this article, I could create a blog without much trouble. Since I work in a low socioeconomic area, the problem that I have with this article is that it did not discuss how a blog could be most effective for students from low-income families. I would like to create a classroom blog, but I am not sure how valuable it would be for my students.

Dalton, B., & Grisham, D. L. (2011). eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary. The Reading Teacher, 64(5), 306-317 Professional Practice Article

Summary: This article discusses how 10 eVoc are used as strategies to help teachers approach vocabulary instruction with intermediate grades in the 21st century. An eVoc is a strategy that uses electronics or technology to help students vocabulary instruction. eVocs use digital tools and resources that are already available in todays schools. Understanding vocabulary is essential in reading comprehension, so it is important that students either understand vocabulary or know how to use strategies to figure out the meaning of words. Vocabulary can be improved as long as educators actively and systematically teach vocabulary to our students. Teaching words in different contexts and teaching word meaning strategies can be beneficial to students vocabulary learning. Also, incorporating reading into students daily routine is vital. All of the above mentioned are research-based ways to teach vocabulary, but this article discusses how to use these methods in correlation with technology. There are 10 eVoc strategies organized into three instructional groups; strategies to teach words and learning strategies, just-in-time strategic vocabulary learning and reading, and reading to support students incidental vocabulary learning. The first 5 eVoc strategies focus on explicitly teaching vocabulary and allowing students to become independent word learners. eVoc strategy 1 is learning from visual displays of word relationships within text. Using graphic organizers that show the relationship between words can do this. There are many online resources such as Wordle and Wordsift that help students create visual displays that show word relationship. eVoc strategy 2 is taking students on a digital vocabulary field trip. Traditionally, vocabulary field trips have students make observations about a reading, and post words on a large poster. The teacher would then use the words to make a connection to the topic of the reading, and then would have students sort the words into related groups. Today, teachers can create virtual vocabulary field trips with websites such as TrackStar, in which students are engaged in an online journey. eVoc strategy 3 includes connecting fun and learning with online vocabulary games, and there are many on the internet that teachers can access for free. Some of the games include crossword puzzles and word scrambles that help build vocabulary learning. Strategy 4 has students using media to express vocabulary knowledge. For example, students creating a caption for an image that they see. Digital stories, podcasts, and photo essays are just a few examples of how students can use media to express vocabulary knowledge. Strategy 5 takes advantage of online word reference tools that can be excellent teaching tools. For example online dictionaries and thesauruses have features that further student learning. The next 2 eVoc strategies provide just-in-time support while reading for students. eVoc strategy 6

supports reading and word learning with just-in-time vocabulary reference support. For example, students can use online dictionaries to help them when they come across a word that they do not know the meaning of. Strategy 7 uses language translators to provide just-intime help for ELs. ELs can view bilingual texts side by side to help learning vocabulary come more naturally. The last 3 eVoc strategies expand wide reading and incidental word learning with digital text. Strategy 8 increases students reading volume by having them read digital text such as National Geographics for Kids or Science News for Kids. This can provide students with more of a variety of resources rather than using classroom libraries. Strategy 9 increases students reading volume by having them listen to digital text with a text-tospeech tool and also with audio books. Websites such as NaturalReader and Balabolka offer free text-to-speech features. Finally, eVoc 10 combines vocabulary learning with social service. Free Rice is a free online vocabulary game donates 10 grains of rice to countries in need for each correct answer a student gets. These 10 strategies are ways to help integrate technology into effective vocabulary instruction. Critical Evaluation: This article would be helpful for anyone who wanted to give students a more in depth vocabulary instruction. Also, someone who wanted to integrate technology, and learn what technology was out there for vocabulary instruction would find this article beneficial. This article gives in depth information and resources that go along with each of the 10 eVoc strategies. Different tools are given that correlate with each strategy. Along with the resources listed, the article also provides a brief detail about how each resource can be used. The article also gives visual examples of how strategies can be used. I found this information to be very useful, and I feel as though I can use the resources listed to positively develop a routine vocabulary instructional time into my lessons.