The Need for Information technology literacy
Our students are "digital natives" living in the "Net Generation." They live in a world where they have an enormous amount of information available to them at any time. However, although they have grown up with technology, they are not knowledgeable when it comes to sorting through all the existing information. They need to be taught how to decipher what is the most valuable and credible information that is relevant to what they want to learn about. Teachers can even bring web tools into their literacy instructions. Thus, with the increase of technology, the call to teach information literacy has become not just a possibility, but rather a necessity.
Betty Sternberg, Karen Kaplan, and Jennifer Borck discuss the advantages of integrating technology in the Connecticut Schools. They discuss how there are millions of struggling readers across the country and focus on seven different ways to address the needs of struggling readers though technology: 1) state-offered virtual courses and delivery systems, (2) communication tools, (3) artificial intelligence (instantaneous feedback on writing prompts) (4) word processors, (5) new literacies practices, (6) professional development, and (7) technology for parents. The article addresses the affordances and concerns of integrating these technologies in schools as of 2007, including students using texting language for formal papers, word processors having spell check, artificial intelligence grading for feedback, and literacy coaches around the world available for professional development opportunities.
Sternberg, Kaplan, and Borck investigated many studies conducted in Florida and saw the positive changes in literacy scores with the incorporation of technology. The authors are informative and optimistic to the future of incorporating technology in literacy practice. Educators are encouraged to conduct further research on developing these strategies in the classroom and explore new ways to address the literacy crisis. This includes not limiting to only these seven but to embrace change and move forward.
Sternberg, Kaplan, and Borck investigated many studies conducted in Florida and saw the positive changes in literacy scores with the incorporation of technology. The authors are informative and optimistic to the future of incorporating technology in literacy practice. Educators are encouraged to conduct further research on developing these strategies in the classroom and explore new ways to address the literacy crisis. This includes not limiting to only these seven but to embrace change and move forward.
In a world of testing and curriculum, schools and teachers struggle to address the needs and desires of the “digital native” children. Author Karen E. Wohlwend discusses the tensions across literacy, play and technologies in early childhood classrooms in order to examine how children are taught in school and how it compares to their lives outside of school. The technology at home has increased tremendously in the last ten years and today’s preschoolers are asking for them at home. They learn by playing and progress from watching to reading and writing. At school students are turned away from these technologies if they have them at home and if they do not then they are never exposed to them.
Wohlwend continues to explain the difference between Literacy 1.0 and Literacy 2.0 where teachers are incorporating Web 2.0 into the literacy process. She discusses how students can grow so much more by collaborating and communicating using these tools. A traditional writers workshop is turned into a video game simulation which allows “play” to bring out the potential that is in the students. In closing of the article she discusses the possible policies and suggestions of how implementation may look in the classroom. It is important to identify what children can already do and to remove barriers in schools that support these skills and advancements in learning.
Wohlwend continues to explain the difference between Literacy 1.0 and Literacy 2.0 where teachers are incorporating Web 2.0 into the literacy process. She discusses how students can grow so much more by collaborating and communicating using these tools. A traditional writers workshop is turned into a video game simulation which allows “play” to bring out the potential that is in the students. In closing of the article she discusses the possible policies and suggestions of how implementation may look in the classroom. It is important to identify what children can already do and to remove barriers in schools that support these skills and advancements in learning.
This website was created for the Exploring Key Topics in Tech and Ed assignment for Michigan State University's Master of Arts in Education Technology. It was created by the group More Techie Than You, of which its members are Jenna Ewend, Jeff Fisher, Annie Kim, and Diana Peters.