Reflections on ICT in Reading 2010.

At the start of this course, I had my reservations, reservations that soon materialized into real fear as I was bombarded with a deluge of information and multiple tools to be used in a totally new setting, and employing an unfamiliar technology, the internet. As I trudged through the day in, day out of very slowly learning the “how-tos” of this course, I slowly began to absorb some of what was being imparted to me. Eventually, we started using the labs some more and voilla, understanding began to dawn on me.

It was wonderful to move from feeling like a total idiot, to that feeling of self efficacy. Nothing could be sweeter. Soon I felt myself empowered with the new knowledge I was gaining each day, and motivated to continue to learn and use the new technology presented to me at each session. I moved further along blooms taxonomy in my levels of learning as I synthesized the information I was receiving, moving into new and creative ways to use these new tools and technology in the classroom and school. At present I find myself almost obsessed with the constant analysis of where and when to use the technology I am learning to improve student’s performance in all areas, particularly reading.

My overall reflections based on the course, EDRL 6004, is that it was invaluable. By no means an easy course, it is in fact one of the most challenging for me personally, (coming from a background with no formal computer training whatsoever). Rarely however, is there a course that provokes one to constantly reflect, and continuously look for avenues to apply what is learnt in all spheres of life. Finally, ICT in Reading has the added advantage of being ideally suited to teaching our children who have an unusual affinity to all of the emerging web technology we explored in these sessions.

Final Thoughts: I would never have thought that I would be blogging and using other web 2.0 tools with such efficiency. Two months ago I did not even know what these things were, and now a whole new world has opened up for me. Thank you Aisha, Murella, and especially Cherisse for opening a window to this new world.

Electronic Books?

Electronic books? I for one was certain that I would prefer to read a printed version of any book. In fact, if I had to read anything beyond a paragraph, I always printed before I read. Yet, here I am at this stage in doing this ICT in reading course, reading large amounts of text on the computer and advising any who would listen to use eBooks. Why has my perspective changed?

As I learnt about eBooks, first in theory, then in practical, I was able to see firsthand how effective it is, and envision its true potential. The theory presented of what an eBook was had very little impact on me. I was unimpressed really. Then I was able to access some on line and I was certainly impressed. Instantly I could see the value and potential this technology held for students in our schools. The final deal breaker came when I was guided to create my own eBook. This was a defining moment for me. It was then that I truly bought into the technology, amazed as I was, I tried to determine what I had been denying myself and my students for so long.

EBooks, provide the same advantages of written books, and much more. Its audio taped version provides students (especially second language learners) with a model of correct pronunciation, fluency, accuracy and prosody. In addition it provides for technology supports and increased interactivity (Rhodes and Milby, 2007). Rhodes and Milby in a November 2007 article in ‘The Reading Teacher’, highlighted further benefits to be derived when students reconstruct stories using the eBooks. Through retellings, students practice sequencing events, identify main ideas within a variety of text structures, make personal connections, and improve their overall text comprehension.

The benefits listed here could never all be realised from any printed version.
That is why I have changed my perspective and am 100% for eBooks in schools throughout Trinidad and Tobago.

Rhodes and Milby also explore the tremendous advantages eBooks provide to students with disabilities. Read their article: ‘Teacher-Created Electronic Books: Integrating Technology to Support Readers With Disabilities.’ In the November 2007 issue of ‘The Reading Teacher’

Do Assessments replace teaching and testing?

Assessments have the distinct disadvantage of forcing many teachers to replace teaching with testing. In the average primary school in Trinidad and Tobago, teachers and students are continuously bombarded with both internal and external assessments. From weekly tests to monthly tests to term tests; on to National tests, then finally, to the dreaded Secondary Entrance Assessment Tests. The testing never stops, especially when schools are judged based on their performance at these test. So where does the testing stop and the teaching start.

Balajthy, 2007, suggests that, when properly implemented, technology can ease teachers’ assessment burdens, therefore freeing them to concentrate on teaching. This in turn leads to increased efficiency and effectiveness. Some of these assessments using technology are explained by Balajthy as he explores their use in reading and literacy.

To reading specialists like us, the package called Developmental Reading Assessment (DRA) is most impressive. We all know how time consuming and demanding running records can be, and then how trying it can be to analyse the results. This is a package of running record, containing leveled books and sheets for documenting results, sounds like the reading specialist dream, right. It gets even better. As the running records are administered over time, the online software calculates students’ fluency rate, miscues, and comprehension scores; which can then be made available in individual student reports and/or in class and school reports. Indeed using this software is one sure way of saving time on assessments.

Some of us may remember DIBELS, Dynamic Indicators of Basic Literacy. DIBELS is a free (a word we like) set of short assessments to be administered to children several times a year. DIBELS assesses: Initial Sounds, Letter Naming, Phoneme Segmentation, and Nonsense words, Retelling, Word Use and Oral Reading Fluency. All of these instruments are important to teachers and reading specialists alike. You can find DIBELS at (dibels,uoregon.edu).

When assessments are available online and through software applications, it makes testing easier for teachers. As less time is spent on planning assessments, teachers can dedicate more time and energy to concentrate on teaching and learning. Teaching and learning are the keys to students’ success in schools, and in this respect, new technology is well worth the investment of both time and money.

New technologies, according to Balajthy (2007 p 246,), “can provide teachers with current information about their students …can help teachers organize and interpret data in ways that directly affect the teaching and learning processes … and can improve the flexibility that is key to meeting the needs of … diverse populations.”

Wikis frighten teachers

"Wikis frighten many teachers", writes Hamilton (2009), in The Reading Teacher. He contends however that wikis rate as the easiest web 2.0 tool to use. Wikis do involve some level of technology use, and this contributes to the fear teachers may feel. In order to use the wiki or other web 2.0 tool, teachers must first teach the technology. Many teachers I know are willing to embrace the technology, but question the pay offs as it relates to time invested to do so.

Fox (1990) supports Hamilton's views of wikis as leading to improvement in reading and writing. Wikis provide a real audience and a real purpose for both reading and writing. Multiple authors support the belief that students read and write more fluently when using wikis and other web 2.0 tools.

Studnets' reading involvement was found to increase according to Reiking and Watkins (2000), when involved in creating book talks on the wiki. In fact low achieving readers, through book talks on the wiki, showed higher reading engagement and achievement by the end of the year of using wikis.

These findings remind us that "The learning is in the process more than in the product," (Hamilton, 2009, p 247.).

To learn more aboout wikis, take the wiki walk-through at Teachers First at

www.teachersfirst.com/content/wiki/

Change the fear to fun. Use the wiki.

Professional Development in the use of Emerging Web Technology

Having done this course, I recognize the tremendous contribution emerging web technologies have to offer students in schools in Trinidad and Tobago. As reading specialists, we may be presented the opportunity to implement some of what we have learnt with some students. The greater benefits to be derived from the use of the technology, however comes from meeting as many students as possible. This notion leads us to the need for professional development of teachers.


When more and more teachers are able to use the technology in the classroom, and to understand the positive impact it can have on students, the very face of education can change. If used widely, especially considering students’ affinity to the technology, success can be tremendous. Its resources that aid students can help reduce the number of students underperforming, can motivate, and can extend the time dedicated to school work. Many other benefits can be realized, but these three basic advantages are indeed great motivators to educators like me who are concerned with the alarming number of students who are currently underperforming.


Professional Development will do two essential things that will benefit education as a whole. The first is that it will empower teachers with the knowledge and competence necessary to apply the technology in the classroom. Secondly, and perhaps more importantly, it will give the teacher a positive attitude to the technology. The negativity and unwillingness that currently exists may in fact be the greatest deterrent to the implementation of modern changes in today’s classrooms. Do you think teachers’ professional development in emerging web technologies will have a significant impact on students’ success in school? I do.

Podcasts - Very Impressive

Podcasts were an entirely new word to me, but apart from having an interest in the meaning of the word, I was not altogether bothered. So what is a podcast? A podcast is a digital broadcast that anyone can produce using a computer, a microphone and audio editing software, like Audacity.
After reading about podcasts, especially an article found in the Educational Leadership, where a teacher shares experiences on her successes in using the technology; my interests have been awakened. Dlott (2007), outlines how podcasts are implemented in the classroom and the positive responses from students and parents alike. I am most impressed with her conclusion that the time taken to learn the technology is well worth the effort. Many of the benefits highlighted here were also identified by Dlott.
How do podcasts benefit us in education?
Podcasts:
· By its very nature is interesting to students in this technological age.
· Stimulates interests when used in a lesson.
· Motivates students to work towards a finished product.
· Develops communication skills.
· Develops research skills.
· Improves students’ writing.
· Improves listening skills.
· Improves speaking skills.
· Facilitates parental and community involvement.
· Allows students to prepare for future life skills and presentations of the future.

Emerging Web Technologies

Are Learning styles and learning technoloy preferences of our age group geared towards the emegring web technologies?

I would have said a definite no if asked before this course. Yet here we are making a photo story in class and loving it.

Saeed, Yang, and Sinnappan (2009), states that learning styles should be considered before incorporating emerging web technologies in our classrooms. Yet the diversity of learning styles which exist may present a probelm to the classroom teacher. How does one know which styles to target.

Weigel and Gardner (2009) posits that using as many learning styles as possible as an entry into the lesson may be enough to stimulate interest and so engage learners.

These experts provide suitable guidelines for us as educators, but the simple rule of engagement still holds.

Encourage students by making the lesson interesting and keeping them intersted in the lesson is a sure way to achieve success in the classroom.

Just look at us. Our learning styles and preferences were not overly stressed upon. We were definately engaged. What had us engaged? the very nature of the lesson was so exciting, that nothing else was needed.

This excitement, mind you, came from people with no great passion for ICT.

My point is:

If we could be so passionate about lessons with ICT, image how more intersting our lessons in the class could be if we included a little theory, a little practical and a bit of technology.