Measures of Central Tendency: Mean, Median and Mode
Professional development
1. Instructional Technology and
Literacy
Eliminating obstacles to successful acquisition and
understanding of literacy
By: April Lacy
2. The Role of Instructional
Technology and literacy
Scope of the Problem
What is Literacy
Instructional Effectiveness
Literacy Achievement
Student Attitudes
Conclusion
3. Scope of the Problem
Improving Literacy Reading Achievement Achievement
Acquisition and Goal Result
Understanding through
Instructional Technology Composite
Score 89.19% 76.46%
Instructional effectiveness
Literacy Achievement
Student Attitudes
Did not meet Adequate Yearly Progress
4. What is Literacy
What is literacy?
Literacy encompasses communication through reading, writing, speaking
and listening. The four are interrelated, so development in one impacts
development in the other three.
The New definition of literacy:
“The new definition of literacy is based on a different assumption: that
digital technology is rapidly becoming a primary carrier of information and
that the broader means of expression this technology makes possible are
now critical for education. Text literacy is necessary and valuable, but no
longer sufficient."
Meyer and Rose (2000)
5. Instructional Effectiveness
In Order to Achieve Students: Need to
consistently learn and successfully
comprehend written and spoken text in
the classroom
Benefits of LCD Projectors:
1. Students can retell narrative text
more accurately when the instructor
uses an LCD projector to show text in
a whole class read-along verses a
whole-class read-aloud
2. Allows students to see illustrations
and detect visual cues help in the
retelling of narrative text
3. Captures and retains the attention of
students during a whole class read
along
6. Literacy
Achievement
The incorporation of technology allows teachers to implement new
teaching strategies that allow students to
Collaborative, process and further develop metacognitionskills
Encourages students to become active participants in the learning
process.
7. Student Attitudes
Wiggleworks: supporting language development through
activities that integrate reading, writing, speaking and
listening
• improved • improved • improved
enthusiasm for enthusiasm for enthusiasm for
reading and reading and reading and
vocabulary vocabulary vocabulary
acquisition acquisition acquisition
• 3 out of 6 students • 5 out of 6 students • 5 out of 6 students
showed showed showed
improvement on improvement on improvement on
assessments assessments assessments
8. Conclusion:
Student Voices for Change
Marcus Benton, grade 11. Michael Kinley, grade 7.
He talked about the Computer He played one of the many
Efficiency Workers League, videos he’s created and
known as CEWLpronounced posted on YouTube.
“cool”). He showed a Michael’s YouTube channel,
Prezislideshow that he created mike398100, contains tutorial
and explained the leadership of videos about a variety of
the student technology group. topics, such as making
CEWL was started to assist shatter effects using Adobe
teachers and students with After Effects and building a
technology questions and 3D city with the help of
integrating different tools into Video Copilot. He also
the curriculum. The team is on uploads a variety of his
call to assist others with skills such school projects to his
as setting up Skype, making an channel.
iMovie, and posting to a blog.
Editor's Notes
This slide is designed to hook the audience and make them aware of the scope of the problem. Fargo School District is not making Adequate Yearly Progress. This slide contains facts of the problem and introduces my intended solution. Instructional technology can improve literacy acquisition and understanding and cut out obstacles that interfere with academic achievement. Currently Fargo School District’s standardized testing scores demonstrate that students are not achieving this desired outcome.
This slide will address the literacy areas (reading, writing, speaking, and listening) needed for improvement located from corrective action plans. I will use this information to persuade Title I monies allocation for instructional technology to meet AYP requirements and increase scores therefore improve the achievement gap.
This slide will be presented as I discuss how all four literacy components (reading, writing, listening and speaking) can be targeted by using projector screen in the classroom. Traditionally, in the classroom reading is conducted as a large-group listening activity with literature being held by and read only by the teacher. Not all students can benefit from reading instruction in this fashion because there are no visual prompts or cues.
This slide will be a visual as I discuss the research that demonstrate how integration of technology in the classroom impacts student achievement by making it meaningful. Researchers’ statistics reveal that there is no difference in access to technology between poor schools and wealthierschools. Therefore, the use of technology in schools is ongoing, unstoppable, and essential.
This slide will be presented as I discuss the researchof various software programs that focus on comprehension and vocabulary acquisitions. The focus on of the research will be on a study conducted of three school and the outcome of the students who received intervention that utilized technology intervention. The research will support the use of these programs within the school to help student become independent readers and writers.A study at three different schools was conducted on technology intervention that involved groups of six students with varying abilities. The use of various software programs focusing on comprehension and vocabulary were selected to meet the needs of each student. The study involved the use of Wiggleworks, a software program created to support language development by using a variety of activities that integrates reading, writing, listening, and speaking.
The ending will be a personal story given in McClintock Miller articles that illustrates a profound story of Van Meter Community School in Iowa and how it’s adoption of a one-to-one laptop initiative in grades 6-12 evoked an atmosphere of respect, creativity, collaboration, and connection as well as independent thinking and learning. Van Meter had been asked to give a testimonial to the Iowa House and Senate Education Appropriations Committee. The administrators and seven students in grades 5–12 spoke with passion and enthusiasm about the educational transformation at Van Meter. The students told stories and showed examples of how their education was changing through creating, connecting, and collaborating within Van Meter School and globally.