A+Project-+Integrating+Technology+into+the+reading+classroom

 The A-Project of Spencer Nissly

There has been much discussion this semester about possible methods of formative assessment in the reading classroom. I have valued the ideas of endeavors such as the one-pager, Socratic seminar and reading protocal. However, as we continue to look for ways to serve our students in the context of a 21st century classroom, I have been wondering what we as English teachers can do to incorporate technology. Specifically, how can we effectively integrate technology to enhance reading experiences in unprecedented ways?

The key words here are integrate and enhance. Teachers need to constantly be looking for ways to integrate technology into their classroom. Meaning, infuse their preexisting pedagogy and curriculum with the use of technology. However, the use of this technology should be enhancing the learning experience. In other words, the use of technology should be to do things we could not have done before; or at least to do something better than we have done before. Technology should not be used simply for technology’s sake. A useful tool to use to gauge this principle is the SAMR model. SAMR stands for Substitution, Augmentation, Modification and Redefinition. “S” representing the lowest level of integration and “R” the highest. Substitution is essentially what we mean by using technology for technology’s sake. For example, reading a novel on an ipad or taking a quiz on a cell phone. Nothing is really being gained from this; we are simply substituting the medium. Augmentation is a substitution that improves the functionality. For instance writing a group paper on Google Docs. We’re doing the same thing, but we’re doing it better. Modification allows for significant task redesign. This would be like creating a facebook page for a character. By having students engage in this task they will be able to participate in an online interaction with classmates allowing them to understand the character on a deeper, more meaningful level. Finally, Redefinition allows us to do things we could never do before. Like participate in book talks with a classroom in another country using skype; or publish something and make it available for anyone, worldwide to read.

Tara Seale is a ninth grade English teacher and author of the blog “Enhanced English Teacher.” The main goal of her blog is to share her experiences with technology in her class in hopes to inspire and encourage other teachers to do the same. Tara uses Nings as a way to flip the classroom. The Ning is used for discussion, assignments and questions. She also posts supplementary material such as videos, songs, articles etc. One of the projects she does for her Romeo and Juliet unit is assigning each student a character and having them interact on the ning as if they were that character. This allows students to think about the text and characters more critically. It also calls upon most, if not all of, the six facets of understanding.

One of the most frustrating things I have found about classroom discussions are that they are often hard to control. Some students dominate the discussion, others do not say a word; sometimes the conversation does not really get going until the period is over. If you include an abstract to guide the discussion this takes even more time away from the actual discussion as you wait for everyone to process the information. Using technology to flip the classroom allows students to view supplemental material at home, so slower readers can read at their pace, perhaps even multiple times. The discussion can start online giving all students, regardless of they are an introvert or extrovert a chance to discuss their ideas. And because student have had longer to interact with the material, the discussion will likely be more in depth and meaningful.

Another aspect of literacy that we often refer to, is cultural literacy. As we strive to include texts that represent other cultures, like Enrique’s Journey, Absolutely True Diary of a Part-time Indian, Perseoplis and The Good Earth, we are still left with a one sided and “outside” point of view of that culture. Technology allows us the opportunity to interact with different cultures and gain first hand experiences. For instance, what if we were to read Absolutely True Diary while conversing with a classroom from an Indian Reservation? This could be done on Facebook, Edmodo, a Ning, a blog Skype, or countless other possibilities.

Finally, technology allows us the awesome ability for students understandings and work to reach well beyond the walls of our classroom. It used to be students work was seen by the teacher and possibly his peers. Today, we have the opportunity to display our students growth and understanding for the world. Whether it’s a movie trailer for The Cay produced by students and put on youtube or a blog regarding government control made after reading The Hunger Games. This a tremendous tool for igniting passion in our readers and building skills that are necessary for being literate in the 21st century.

This class has certainly shown me that there is often a disconnect between students and reading. Technology however is a huge part of our students’ lives. If we can connect the two, we stand a better chance at engaging students in reading, while creating and harnessing skills for critical thinking and creativity that will serve them cross-discipline. Works Cited "Flipping the Classroom: Hopes that the Internet can Improve Teaching May Be Bearing Fruit." //The Economist.// Los Altos. September 17, 2011. Print. Seale, T. "How to Introduce Nings into the Classroom." //Enhanced English Teaching.// Edublogs.org. October 9, 2009. Blog.