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Lisa Testa , Doctoral Candidate, The University of Akron Lecturer

Kindling the Common Core: Exploring 12th Grade Students’ Use of E-Reader Features to Collect Textual Evidence. Lisa Testa , Doctoral Candidate, The University of Akron Lecturer School of Teaching, Learning and Curriculum Studies Kent State University October 12, 2013. Take a survey….

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Lisa Testa , Doctoral Candidate, The University of Akron Lecturer

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  1. Kindling the Common Core: Exploring 12th Grade Students’ Use of E-Reader Features to Collect Textual Evidence E.A. Testa, October 2013 Lisa Testa, Doctoral Candidate, The University of Akron Lecturer School of Teaching, Learning and Curriculum Studies Kent State University October 12, 2013

  2. Take a survey… E.A. Testa, October 2013 Please log into poll everywhere or take our your cell phone!

  3. For today’s adolescents, projected literacy demands are increasing. • “Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic and malleable. “ • (NCTE, 2008/2013, retrieved from http://www.ncte.org/governance/literacies) E.A. Testa, October 2013

  4. Common Core State Standards for ELA-Literacy • Among the charges of these new standards is the call for students to learn how to “habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally” (CCSSI, 2010, p. 3). • [emphasis added] E.A. Testa, October 2013

  5. In both the NCTE Framework and in the CCSS.ELA-Literacy, particular attention is given to the level of fluency students have in using various types of technologies and in being able to make meaning from digital texts and to convey interpretations of texts through writing clear arguments or explanations (NCTE, 2008/2013; CCSSI, 2010). E.A. Testa, October 2013

  6. Using digital readers in schools--in their various forms of access, that is, as e-readers like Kindles and Nooks, as tablets like the Kindle Fire or the iPad, or as web readers like Google Play or the Kindle app--may be one way to address the increasing literacy needs of the 21stcentury and to bridge the gap between students’ in-school and out-of-school literacies. E.A. Testa, May 2013

  7. Informal Exploratory Study • Initiated by the researcher but conducted by the classroom teacher, in April, 2013. • The study involved observing how students would use a digital reading strategy employing the highlighting and note-taking features of an e-reading device or app as the students read a classic text found in the canon (Frankenstein). • The teacher observed how the students constructed reader responses through discussion, purposely observing how the students used textual evidence to support reasoned interpretations. • The students gathered this textual evidence during their reading of an e-book by then composing annotations using the highlighting and note-taking features of the e-reading device. E.A. Testa, October2013

  8. CCSS.ELA-Literacy Speaking and Listening Standards • The teacher’s main learning target for the unit was to address the CCSS Speaking and Listening Standards. • She used “I can” versions of the standards to guide her instruction and to help the students take ownership of their learning. E.A. Testa, October2013

  9. The teacher’s learning targets: I can utilize digital media (e-book accessed through a digital reader) to enhance my reading through text tagging or note-taking features. • 1. I can come to a discussion prepared by reading and researching. (knowledge) • 2. I can formulate meaning from my preparation. (reasoning) • 3. I can construct civil and democratic discussions. (product) • 4. I can construct clear goals, deadlines, and roles within a group. (product) • 5. I can challenge ideas and conclusions. (skill) • 6. I can respond thoughtfully and appropriately to others in discussion. (skill) • 7. I can analyze the text for theme. • 8. I can analyze the text for epistolary qualities. • 9. I can interpret the text for time period application. • 10. I can connect plot to truths about the human condition. E.A. Testa, October 2013

  10. Reading Strategy • Researcher taught the students (n=100) a lesson on how to highlight then create a note “tagging” the text by theme. E.A. Testa, October, 2013 FIG. 1: SCREEN SHOT OF KINDLE FOR MAC APP

  11. Let’s practice! E.A. Testa, October 2013

  12. Teacher’s Observations Students saw money saving and CCR potential: “After demonstrating the concept and the capabilities of the Kindle application, many students initially became excited as they could save money but many then realized the potential of the digital media source and how they could use it to their benefit as they venture into higher education.” Students were more motivated: “Students were more motivated to read and participate with the digital media and/or ereader than they have been with traditional text. There was also an improved motivation for them to interact with the text with the application than that of an online textbook.” Students were more engaged: “Engagement in both small group discussions and large group presentations increased as their engagement with the text increased.” “My students were more likely to engage with the text this way. They were not simply staring at the pages and having to reread text for understanding.” E.A. Testa, October 2013

  13. Teacher’s Observations Students had more positive shared-reading experiences “I observed a more positive shared-reading interaction in their small group discussions where there was a dominant device at the center of the discussion.” Higher performing students deepened their comprehension “I noticed many higher performing students actively using the dictionary tool to enhance their reading as well. Those students that were already active readers continually chose to use the digital media as a supplement to their traditional text. They read the traditional text for enjoyment and utilized the Kindle Application for deeper explication and understanding.” Some struggling readers’ comprehension was supported, but some needed additional coaching “In terms of differentiating my instruction, the ereader devices and/or applications helped to basically digitally scaffold support where it was needed. The application helped with support in vocabulary development and organization and structure of plot to support discussion. “ “Some of my truly lower level students needed active support with the ereader. They were overwhelmed with reading the text and note taking on their own as they had not experienced working with a device.” E.A. Testa, October 2013

  14. References • Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and Technology. Pew Research Center's Internet and American Life Project. Washington, D.C.: Pew Internet Project. Retrieved May 5, 2013, from http://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspx • National Council of Teachers of English. (2013). Framework for 21st century curriculum and assessment (Adopted by the NCTE Executive Committee November 19, 2008; Updated February 2013). Urbana, IL: National Council of Teachers of English. Retrieved from http://www.ncte.org/governance/literacies • National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for english language arts & literacy in history/social studies, science, and technical subjects. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org/the-standards • Project Tomorrow. (2013, April). From chalkboards to tablets:The digital conversion of the k-12 classroom. Retrieved from Project Tomorrow: http://www.tomorrow.org/speakup/SU12_DigitalConversion_EducatorsReport.html • Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013, February 28). Report: How Teachers Are Using Technology at Home and in Their Classrooms. Retrieved from Pew Internet & American Life Project: http://www.pewinternet.org/Reports/2013/Teachers-and-technology.aspx • Rainie, L. (2013). Teens and libraries. Pew internet & American life project, presented to: YALSA Teens and Library Summit, January 23, 2013. Retrieved from http://www.pewinternet.org/~/media/Files/Presentations/2013/2013%20-%201%2023%2013%20-%20YALSA%20teens%20and%20libraries_PDF.pdf • Shelley, M. (1922). Frankenstein, or The Modern Prometheus. Boston: The Cornhill Publishing Co. Retrieved from Google Play on October 10, 2013. https://play.google.com/store/books/details?id=QKgVAAAAYAAJ E.A. Testa, October 2013

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