Exploring the Role of the Internet and Technology with the Goal of Improving Literacy.

1. Exploring the Role of the Internet and Technology with the Goal of Improving Literacy. Sarai Pryor EDC 448 Dr. Kern June 18, 2012

2. Research • Dr. Coiro has researched adolescents’ attitudes and beliefs toward reading as they transition from printed texts to online texts. Positive attitudes often yield better comprehension. • There is a small, but significant, correlation between overall attitude toward reading on the Internet and successful online reading comprehension ability. • Research has shown that 0nline readers are more personally productive, socially responsible and able to collaborate with other individuals.

3. Definition • The definition of literacy has changed from the traditional notion of reading printed text to include the ability to learn, comprehend and interact with technology so that it is meaningful. • Literacy is changing as new technologies emerge.

4. So What? • Research shows that as children progress through school their interest in reading for pleasure and their motivation to read traditional texts diminish. • Teachers can use technology to engage students. • Students exhibit positive self-efficacy and self-esteem towards learning when technology is incorporated in the lessons.

5. Benefits of using Technology • Students can interact with new formats such as hypertext and interactive multimedia. • Online texts have invitations to read or post opinions. Comments can be posted and translated in numerous languages. • The internet provides collaborative opportunities for sharing information. Encourage students to publish. • Traditional media formats provide readers with opportunities to learn about current issues (ex. Anecdotes, photographs, songs or lyrics) • When students create and share reports, web pages or digital presentations that require higher-order skills they are empowered as learners and thinkers.

6. Electronic Texts • Proficiency in the new literacies of the Internet will become essential to our students literacy future. • Electronic texts introduce supports and some challenges that can have an impact on an individual’s ability to comprehend what he or she reads. • The internet provides new ways to interact with information which, at times, can confuse or overwhelm individuals who are accustomed to reading conventional print text.

7. Teacher Supports • As teachers we should include technology in our repertoire of reader response. • The internet allows teachers and students to expand their understanding of themes by using various sources. • Encourage students to be more literate by teaching search techniques. • Some readers are easily frustrated when unable to find answers or text immediately. Teachers should model how to perform thorough online searches because new literacies are necessary to navigate hyperlinks successfully in ways that enhance comprehension.

8. At Risk Students or ELLS • Computer supported environments have been found to engage readers labeled at risk or learning disabled in ways that may help compensate for inadequate reading ability. • Supportive accessibility features and online instruction prompts embedded within authentic sources of fiction and nonfiction can cause reading disabilities to virtually disappear. • Audio recordings and video clips support readers with stronger auditory tendencies. There is also interactive comprehension tasks which provide practice and reinforcement for vocabulary, recall, sequence and giving details.

9. Useful websites to incorporate technology • SKPE http://www.skype.com/intl/en-us/home • Blog http://blog.com/ • Twitter https://twitter.com/ • Facebook http://www.facebook.com/ • Vokihttp://www.voki.com/ • Quiahttp://www.quia.com/

10. Additional Technology • Online chat rooms • Web quest- demand high levels of thinking and collaborative problem solving. Web based inquiry projects extend traditional reading tasks into new roles such as a detective, reporter, or developer. http://webquest.org/ • Plugged In- trains students in webpage design. Targets at risk, low-income students, unmotivated, uninterested students to apply reading or writing skills. http://www.pluggedin.org/ • The International Schools Cyber fair- students conduct research about their communities and publish their findings online. http://www.globalschoolnet.org/gsncf/ • Think quest- teams of students from 3rd-12th grade collaborate in order to create web sites. http://www.thinkquest.org/en/ • CNN Learning Resources- internet based cognitive reading supports that helps students that are not strong readers make progress in comprehension. http://www.literacyworks.org/learningresources/

11. Bibliography • Coiro, Julie. “Digital Literacies.” Journal of Adolescent & Adult Literacy. 55.7 (2012): 645-648. Print. • Coiro, Julie. “Exploring Literacy on the Internet.” The Reading Teacher. 56.5 (2003): 458-464. Print. • Skype http://www.skype.com/intl/en-us/home • Blog http://blog.com/ • Twitter https://twitter.com/ • Facebook http://www.facebook.com/ • Voki http://www.voki.com/ • Quia http://www.quia.com/ • Webquesthttp://webquest.org/ • Plugged-in http://www.pluggedin.org/ • International School Cyber fair http://www.globalschoolnet.org/gsncf/ • CNN Learning Resources http://www.literacyworks.org/learningresources/

12. Thank you!