E-Books versus Traditional Books

E-books have been in existence for over ten years but only recently it has started to gain prominent attention. As teachers we need to make students aware of the various technologies that are available especially for struggling readers. Whether we know it or not, most of our students are spending hours using some type of technology outside of the school environment. Reading e-books is one way of ensuring students use their time profitably.
Characteristics of e-books
- consist of print and illustrations (just like traditional books)
- must be viewed on desktops, laptops, or portable devices (Amazon Kindle, iPods, some cell phones.
-consist of features like video, audio and hyperlinks
- contain interactive tools where readers can do the following: insert, delete or replace text; highlight, underline or cross out words; add comments and change text size or screen layout.
E-books are considered fun and it motivates students to read since it encourages them to become engaged readers.
Concerns of some teachers concerning e-books
It is restrictive and inconvienent
It isn't portable as a book (except for those who could afford the portable devices)
It is boring staring at the computer screen instead of snuggling up with a book.
Which will you chose? E-books or Traditional Books
Reference: Larson, L. (2009). Digital Literacies. Journal Adolescent & Adult Literacy, 53(3), 255-258.

Dr. Conrad's - Enhancing Literacy Initiatives

I was happy that one of my reading specialist friend told me about Dr. Conrad's Presentation on Wednesday. It was really enlightening. I am sorry to say it was poorly attended by the Literacy public, only four MED Reading students including myself were there. I realized only one ICT class were told about it, however, I heard it was advertised on the newspaper(s).
There are two things I will like to share with you from among the many things I gleaned from her presentation.

1) NEED FOR TECHNOLOGY

Based on the recommendations made by teachers, parents and principals they all were in total agreement for the need for technology in the classroom. For example online library resources, local literature, ebooks, websites to access presentations and other resources. MED Reading students here is our opportunity to showcase our skills.

2) LOCAL LITERATURE
Dr. Conrad spoke about the need for using culturally appropriate literature in the classroom. MED Reading Students we were mentioned in her presentation about donating books on local stories to the Education library.

Heather your puppets had a starring role also. Way to go girl!

Back to local literature. Have you noticed the topics SEA children have to write on for exams? I realized I need to start reading local stories to my 10-13 year old students as well as have some of those books in my class library. I have to start sourcing them. Can you share with me the names of some Local and Caribbean Literature that you have read as a child or to your children or to your students?

Dr. Conrad also stress the need for more local literature. MED Reading here is your chance to write your stories, there is a market out there.

I will leave two quotes which I heard during the presentation which impacted on me greatly, one you have already heard.

"It takes a VILLAGE to raise a READER and WRITER."

"MISS, MOTIVATE ME PLEASE"

Do not forget the names and authors of Local and Caribbean Literature.

Help for Struggling Writers - Digital Storytelling

I had to miss class on Friday for religious reasons so I decided to read on the topic Digital Storytelling. I got this article dealing with Digital Storytelling and Struggling Writers. I was eager to read this article for two reasons, one being for the reason mentioned earlier and the other being I am a Standard Four - Five teacher. I do not know if you have the same experience like me but whenever it is time for Creative Writing in my class there are always moans and groans from my students. This article caught my attention. I am always looking for ways to make learning fun in my class.
Reading this article showed me that struggling writers are already digital natives. It means that they have prior knowledge. The writers will be motivated to use digital technology since they will experience enjoyment of creating stories which will include writing, speaking, using pictures and music (optional). Also the stories they will be creating, the teacher will not be the only audience but their peers, adults and for the wider world if they decide to publish.
The article also provided internet sites to assist teachers who are willing to incorporate Digital Storytelling in their classrooms. Here are some:
For Digital Stories:
www.storycenter.org
www.coe.uh.edu/digitalstorytelling/examples.htm
For Tutorials
www.atschool.org/digidocs
kidsvid.altec.org
For Music Sources
www.freeplaymusic.com
creativecommons.org
Sound Effects Sources
nature songs.com
Graphic Sources
www.freefoto.com

Teachers if we start using this technology writing will not be the same in our classrooms.

Sylvester, R. & Greenidge, W.(2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), pp. 284-295.

Students and Internet Plagiarism

The same rules that apply for plagiarism when using books, magazines and other published materials are the same for internet materials. It is very easy for students to plagiarize materials from the internet because of the ease in which it can be done. We, as teachers, need to teach students the proper way to use internet information. Here are some guidelines the teacher should follow.

1. Chat with students about taking information from the internet without getting the writer's permission.
2. Provide ample opportunities, with rubric, for identifying reputable and questionable internet sites. (Like the exercise we had to do in ICT class.)
3. Provide ample practice in paraphrasing information.

Students need to be taught these activities otherwise they will always have problems with plagiarism.

However, I am seeing that struggling readers will have problems with the paraphrasing aspect. I am therefore seeing the need and importance for teaching "Main Ideas." What do you think?
Please feel free to add additional guidelines to prevent student's plagiarism.

Websites! Are All Reputable?

On Monday 19th July, we had an assignment on identifying websites that were either reputable or questionable. To be truthful I had trouble in identifying those that were reputable and those which were not. How about you? Were you in the same position like me? After listening to my esteem and knowledge colleagues identifying sites which we either reputable or questionable, I realized that there must be a checklist(s) to assist novices like me. Shocker! I found two checklists in books that I had borrowed from the library.
The book "Bringing Technology into the Classroom," by Gordon Lewis had a checklist that was divided into four main parts with sub-divisions. Here is a preview of what it looks like.

1. Basic Information
   

• Website name/ URL

• Date last updated

2. Organization and navigation

• Are there any broken links?

3. Functionality

• Can you contact the publisher?

4. Content

• Is the language appropriate?

The other checklist that I found that was similar to some of the points that were discussed in class is from a book I got from the public library, "Integrating Educational Technology into Teaching," by M.D. Roblyer. Now, with my two checklists and notes from Mrs Wood-Jackson, I believe I can now assess websites with confidence before choosing the information I need to assist me with my research. What about you? Are you more confident now?

Teaching Internet Safety

On Monday 19th July, I found ICT in Reading very informative. I like the topics that were discussed especially the one that dealt with the "Pitfalls of Internet Use." I decided to do some extra reading on the topic which I found in the book "Integrating Educational Technology in Teaching" by M.D. Roblyer. I found two interesting ways for teachers to reinforce internet rules for students to remember. They are:

• Have students create a multimedia presentation of the rules. Ideal for the older students.
• Younger students role playing how they would react if they encountered one of the internet problems that were discussed.

I love the way the child friendly rules were presented. Here are some of the them:

• I will not give out my Internet password to anyone (not even my best friend) except my parents.
• I will not respond to messages that are mean or that make me feel uncomfortable.
• I will not give out any personal information of my parents or myself or my school without getting my parents' information.

For additional rules and strategies, you can go to the following website:
http://www.safekids.com/child_safety.html/

Wikis and Writing

Wikis is a great tool for collaborative work in the classroom. Students can work in twos, threes or groups to create a single document or they can work individually. In writing, wikis provide many opportunities for students to revise their writing from the brainstorming stage to publishing stage.Throughout these stages the students are ably assisted by their teacher(s), peers and other authorized collaborators who will make comments and suggestions. I believe this aspect is from important for students who do not get assistance from home. They are getting help from persons who know them and / or who are knowledgeable on the topics. These comments will provide them with ideas if they are lacking but mostly importantly it will motivate them to write. The more students write the more they will become fluent in writing and as the proverb says "Practice makes Perfect."
I realized that Wikis will encourage students to read the comments their collaborators have to say and they will also be encourage to read additional information in order to write about the topic.

My concern, however is, "How can wikis help Struggling Readers?" As an aspiring Reading Specialist and a teacher I have to teach those types of readers as well as train teachers to do likewise. I am open to suggestions from my fellow colleagues.

Concept Mapping, Webspiration and Internet Access

Concept Mapping via Webspiration is an important graphical tool which students can use to visualize, think, organize and learn various topics in different subject areas. It is an exciting learning tool for those students who have internet access at home and especially school.
I, however have some concerns, according to one my colleagues in our Concept Mapping Session, the Ministry of Education limits the use of internet access to those schools who are fortunate to have computers. This means that our students will not be privy to use Webspiration. What can we do? I believe that we (Reading Specialist) will have to lobby the government to change their policy about internet access. What do you think? Also it is no use showing teachers the technological tools that are available for their students and they are unable to access them.
Another suggestion for accessing the internet is for principals to permit their schools to have Routers which will enable teachers to use their laptops to teach their students. However, if you have a principal like mine who is skeptical about having such a device in our school since she is afraid that teachers will use the internet for their personal use since about forty percent of the staff is pursuing their degrees. Sorry to say her reservations are not unjustified.
Fellow Reading Specialist, any suggestions to persuade my principal to have a router in our school so I will be able to use the technology in the teaching of Reading. Suggestions anyone!