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CEC Riga, Latvia My mTech Journey: Ready! Set! Read! July 2010 Andrea Tovar, Ed.D .

CEC Riga, Latvia My mTech Journey: Ready! Set! Read! July 2010 Andrea Tovar, Ed.D . ASU Faculty Associate & Peoria Unified School District Reading Specialist (K-3). Purpose of the Innovation.

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CEC Riga, Latvia My mTech Journey: Ready! Set! Read! July 2010 Andrea Tovar, Ed.D .

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  1. CEC Riga, Latvia My mTech Journey: Ready! Set! Read! July 2010 Andrea Tovar, Ed.D. ASU Faculty Associate & Peoria Unified School District Reading Specialist (K-3)

  2. Purpose of the Innovation The purpose of my innovation was to describe the initiation of handheld, mTechnology as a tool to inform professional development and increase reading student achievement (within a CoP framework) within an emerging Response to Intervention (RtI) process. 2

  3. This study was guided by two significant concerns: RQ1 -How do kindergarten teachers progress in their adoption of an assessment technology to assess student early literacy development?RQ2 -How can the use of mTechnology inform the development of a K-2 RtI data-driven process?

  4. Teacher Participants I, II & IIIFindings: RQ1 4

  5. Sixteen Student ParticipantsFindings: RQ2 ABOVE AVERAGE AVERAGE BELOW Progress monitoring graphs from Wireless Generation mClass: DIBELS 16 Kindergarten Student Participants 5

  6. Narrative Survey Results • “It [mTech] has allowed me to move into technology [progress] monitoring with ease.” • “I witnessed the enthusiasm the students have towards technology and their fearlessness with its use.” • “Testing was comfortable immediately for them [the students].” • “The greatest benefit was that I was able to assess my at-risk students very quickly with no interruption to the rest of my class.” • “When can we expand it [mTechnology] and use it for ALL students?” 6

  7. Positive Benefits • Increased awareness of community of practice (CoP) strategies. • Increased knowledge in the use of technology as a teacher tool. • Increased knowledge in DIBELS progress monitoring as an assessment tool to guide instruction. • Increased strategies for differentiating reading instruction and intervention. • Improved reading outcomes • Accurate & efficient collection and documentation for implementing an emerging response to intervention (RtI) process. 7

  8. Contact Information: Andrea Tovar, Ed.D. azreads@hotmail.com atovar@peoriaud.k12.az.us andrea.tovar@asu.edu

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