Using Technology to Using Technology to Support Content Literacy in Support Content Literacy in

a Bilingual 4th grade a Bilingual 4th grade Classroom Classroom

Dr. Rita Moore, Willamette UniversityDr. Rita Moore, Willamette UniversityNeil Cantrall, 4Neil Cantrall, 4thth grade teacher, grade teacher,

Swegle ElementarySwegle ElementaryJessica Lieuallen, Student Teacher,Jessica Lieuallen, Student Teacher,

Willamette UniversityWillamette University

ORATE Conference Focus ORATE Conference Focus QuestionQuestion

How do we model effective instructional How do we model effective instructional practices grounded in current research and practices grounded in current research and policy in our teacher education programs?policy in our teacher education programs?

The TechnologyThe Technology

18 Apple iPads (tablets), ear buds, and 18 Apple iPads (tablets), ear buds, and applications were purchased with a grant applications were purchased with a grant funded through Willamette Universityfunded through Willamette University

These are on loan to Swegle Elementary These are on loan to Swegle Elementary School to use in Neil’s classroom until Fall School to use in Neil’s classroom until Fall 2012.2012.

The Setting The Setting

Swegle Elementary School, Salem, ORSwegle Elementary School, Salem, OR

Principal: Corina Valencia-ChavezPrincipal: Corina Valencia-Chavez

Swegle is located in NE Salem. It enrolls Swegle is located in NE Salem. It enrolls approximately 600 K-6 students. The approximately 600 K-6 students. The school is 99% free and reduced lunch and school is 99% free and reduced lunch and completely bilingual.completely bilingual.

Introduction of the iPads ProjectIntroduction of the iPads Project

The iPads project began in Fall 2011 as a collaborative The iPads project began in Fall 2011 as a collaborative effort between Neil, his practicum student, Jessica, and effort between Neil, his practicum student, Jessica, and Rita, a university professor to explore the use of IPads to Rita, a university professor to explore the use of IPads to support reading and writing development of 30 fourth support reading and writing development of 30 fourth graders in a a bilingual classroom.graders in a a bilingual classroom.

We started by introducing applications to the entire class We started by introducing applications to the entire class but decided to focus primarily on five case studies this fall but decided to focus primarily on five case studies this fall expanding the project into the spring of 2012.expanding the project into the spring of 2012.

RationaleRationale

The research into technology and multi-modal The research into technology and multi-modal literacy access by elementary students, literacy access by elementary students, particularly those from economically struggling particularly those from economically struggling schools is not well explored (Dutro and Collins, schools is not well explored (Dutro and Collins, 2011).2011).

Further, studies of digital literacies appear to be Further, studies of digital literacies appear to be focused on adolescents indicating a need to focused on adolescents indicating a need to include a wider age range as well as a more include a wider age range as well as a more inclusive study of children, schools and inclusive study of children, schools and communities (Moje, 2009).communities (Moje, 2009).

Choosing the Applications Choosing the Applications (Neil)(Neil)

Story BuilderStory BuilderSentence BuilderSentence BuilderQuestion BuilderQuestion Builder*Factor Samurai*Factor Samurai

Criteria for selectionCriteria for selection-Where they can be accessed-Where they can be accessed-What made these successful-What made these successful-What others might be useful-What others might be useful

Neil’s Interest in the ProjectNeil’s Interest in the Project

A teacher’s perspective: Neil CantrallA teacher’s perspective: Neil Cantrall

Little technology available at the school besidesLittle technology available at the school besides the document camera and LCDthe document camera and LCD

Resources limitedResources limitedTime was limitedTime was limitedMost kids don’t have computers at home.Most kids don’t have computers at home.

““My challenge is to take their Spanish skills, maintain and My challenge is to take their Spanish skills, maintain and grow them, and use them for increasing English grow them, and use them for increasing English proficiency. The technology can help with this cross proficiency. The technology can help with this cross pollination.”pollination.”

Jessica’s Interest in the ProjectJessica’s Interest in the Project

The ability to use technology is critical to student The ability to use technology is critical to student success in later years.success in later years.I want to be a risk taker as a teacher, especially I want to be a risk taker as a teacher, especially if it leads to greater student achievementif it leads to greater student achievementI believe the ELL population can greatly I believe the ELL population can greatly benefit from guided interaction with benefit from guided interaction with technology. technology. Some of the applications we are using really Some of the applications we are using really contribute to the areas they need to work on in contribute to the areas they need to work on in both languages such as descriptive and both languages such as descriptive and figurative language.figurative language.

Our Research QuestionsOur Research Questions

Fall 2011Fall 2011In what ways will the use of iPads as In what ways will the use of iPads as instructional tools support the literacy instructional tools support the literacy development of a focus group of five 4th grade development of a focus group of five 4th grade bilingual children? (strategic readers)bilingual children? (strategic readers)

Spring 2012Spring 2012In what ways will the use of the iPads improve In what ways will the use of the iPads improve literacy development in a whole-class bilingual literacy development in a whole-class bilingual setting?setting?

Project ParticipantsProject Participants

30 fourth grade children from diverse 30 fourth grade children from diverse backgrounds in a high need, 99% bilingual backgrounds in a high need, 99% bilingual school. school.

Five “strategic readers” who work with Neil Five “strategic readers” who work with Neil and Rita after school using the tablets to and Rita after school using the tablets to further literacy skills.further literacy skills.

Participant CharacteristicsParticipant Characteristics

Most of the children (subjects) are Latino/Latina Most of the children (subjects) are Latino/Latina

The teachers (Neil and Rita) and preservice The teachers (Neil and Rita) and preservice teacher (Jessica) are Caucasian. teacher (Jessica) are Caucasian.

Neil, a Willamette MAT alum, is bilingual and Neil, a Willamette MAT alum, is bilingual and teaches part of the literacy block in Spanish.teaches part of the literacy block in Spanish.

Both Rita and Jessica have a working Both Rita and Jessica have a working knowledge of Spanish.knowledge of Spanish.

Project ProceduresProject Procedures1.1. Institutional Review Board approval from Institutional Review Board approval from

Willamette.Willamette.2.2. Research Review Board approval from Salem-Research Review Board approval from Salem-

Keizer.Keizer.3.3. Introduction of the project to participants.Introduction of the project to participants.4.4. Selection of applications and uploadSelection of applications and upload5.5. Training of the students in use of the Training of the students in use of the

technology.technology.6.6. Classroom observation and data collection Classroom observation and data collection

schedules of the investigators establishedschedules of the investigators established

MethodMethodData continues to be collected through field Data continues to be collected through field notes, assessments of student performance on notes, assessments of student performance on lessons taught by the teachers, Google doc lessons taught by the teachers, Google doc entries from the teachers and preservice entries from the teachers and preservice teacher, the children’s writing samples and pre teacher, the children’s writing samples and pre and post project surveys, evaluations and five and post project surveys, evaluations and five student case study interviews. student case study interviews.

We continue to analyze the data through We continue to analyze the data through constant comparative qualitative methods constant comparative qualitative methods associated with action research. We look at the associated with action research. We look at the data continuously over time and compare data data continuously over time and compare data sources against each other.sources against each other.

Samples from the Data

Google Docs Google Docs (Jessica)(Jessica)

OctoberOctober “ “Good thing we started working on getting the iPads synced Good thing we started working on getting the iPads synced because we had some technical difficulties.  We need to focus on because we had some technical difficulties.  We need to focus on buying apps and finding iBooks that will be great for this class. buying apps and finding iBooks that will be great for this class.  Students were very excited and took great care of the iPads during  Students were very excited and took great care of the iPads during use. Students seemed very savvy with iPads.  Students asked use. Students seemed very savvy with iPads.  Students asked questions when needed, and it was simple to get the problems questions when needed, and it was simple to get the problems solved.  Problems included: keyboarding splitting into two (problem solved.  Problems included: keyboarding splitting into two (problem was not a problem but actually a feature).  Students look forward to was not a problem but actually a feature).  Students look forward to using more of the iPads.”using more of the iPads.”

NovemberNovember““Neil and I have come up with a plan that uses the apps we have Neil and I have come up with a plan that uses the apps we have bought.  The week of Nov. 28th will be an intensive iPad week.”  bought.  The week of Nov. 28th will be an intensive iPad week.”  

Field notes Field notes (Rita)(Rita)

Late November: The kids are still very excited Late November: The kids are still very excited about “iPadabout “iPadinging” and appear to be much more ” and appear to be much more risk taking than when we began in October. risk taking than when we began in October.

They are much more facile with the applications. They are much more facile with the applications. The instruction is more organized now that the The instruction is more organized now that the technology training is taking hold. technology training is taking hold.

We decided to call October-November our We decided to call October-November our “training and experimental” time and choose 5-6 “training and experimental” time and choose 5-6 strategic readers to focus on in December strategic readers to focus on in December through at least February.through at least February.

Student Writing Samples Student Writing Samples (Jessica)(Jessica)

We wanted to look closely at writing We wanted to look closely at writing samples and evaluate them “generously” samples and evaluate them “generously” (Spence, 2010). This gave us a sense of (Spence, 2010). This gave us a sense of the children’s literacy abilities.the children’s literacy abilities.

We evaluated a set of samples at the We evaluated a set of samples at the beginning of the project to get a better beginning of the project to get a better understanding of student writing strengths understanding of student writing strengths and areas of development.and areas of development.

Student Writing: Oct. Student Writing: Oct. (Jessica)(Jessica)

StrengthsStrengthsStrong student voice Strong student voice Willingness to share informationWillingness to share informationFollowed directionFollowed directionWriting puts emphasis on family lifeWriting puts emphasis on family life

DevelopingDevelopingGrammar, punctuation and spelling in twoGrammar, punctuation and spelling in twolanguageslanguagesDescriptive and figurative language skillsDescriptive and figurative language skillsSemantic structuresSemantic structures

Student Writing Samples: Dec. Student Writing Samples: Dec. (Rita)(Rita)

StrengthsStrengthsVoiceVoiceWord choiceWord choiceLength—they have more to say as writersLength—they have more to say as writersThey write about what they know: family, pets, life, clean water, games, theThey write about what they know: family, pets, life, clean water, games, themall, food. Willing to share informationmall, food. Willing to share information

ImprovementsImprovementsConventionsConventionsOrganization (beginning, middle, end)Organization (beginning, middle, end)Sentence structure and syntaxSentence structure and syntaxFigurative and creative languageFigurative and creative language

DevelopingDevelopingExperimenting with various kinds of punctuationExperimenting with various kinds of punctuationTransitionsTransitionsFigurative languageFigurative language

Writing Samples: What I’m Thankful For

“I would be out in the cold.” (without a home)

“I am healthy.”

“Life is good.”

“If I didn’t have life I wouldn’t exist.”

“I am thankful for something silly.”

“Without my refrigerator my food would go to waste.”

“My house protects me from windy storms.”

“They are tasty.” (different kinds of food.)

January

Focusing on five strategic readers that Neil and Jessica identified as children who might benefit the most from extra interaction with the technology.

These children in the spring, will serve as technology experts for whole class group activities with the tablets.

Time with the After School Focus Group of Strategic Readers

Sentence Builder: Building sentences based on prompts and picture clues.

The students build the sentence and say it aloud. “Does it make sense?”

Those who are proficient in English and Spanish move up the levels faster. One student jumped 8 levels in her DRA growth since Sept. in Spanish. Her English growth is also rapidly developing.

Semantic and Syntactic Awareness

Hearing the readers, it’s obvious that their interaction with the technology is building semantic and syntactic awareness rapidly.

Vocabulary building in both languages is enhanced: How do you say “mecánico” in English?

Using Story Builder to Motivate and Learn

Story Builder: Answer the prompts and create a story. The following are the results for the readers.

Verbal literacy reinforced in two languagesBuilds a sense of story quicklyUse of humorUse of voiceUse of detailsBuilds grammar and syntaxShare their stories: they are writers!

Where did we see these results before?

The student writing samples from late November showed gains in all of these areas.

Primarily: length and vocabulary; sense of story; humor and figurative language; organization; many more details.

Story Theatre in Room 23

Story Builder (the application)HumorSense of storyOral presentation skillsCooperative learning

Some of the children’s stories (Neil)

The children then wrote the stories they told thus reinforcing written and verbal language skills and strategies.

Assessments of student Assessments of student performance performance (Neil)(Neil)

These applications provide stats on the number of These applications provide stats on the number of sentences students correctly create, and how many sentences students correctly create, and how many attempts they made.  We gather the data on Monday, and attempts they made.  We gather the data on Monday, and then gather the same data on Friday and compare them.  then gather the same data on Friday and compare them.  

We focused on five selected students. These students are We focused on five selected students. These students are low level readers and are also struggling with English low level readers and are also struggling with English fluency. fluency.

We believe the integration of the iPads, with specific We believe the integration of the iPads, with specific literacy-focused applications benefited these students and literacy-focused applications benefited these students and helped increase their English fluency and ability to helped increase their English fluency and ability to correctly create sentences. correctly create sentences.

Betzaida and Judith

Elizabeth and Itzel

Student interviews Student interviews (Jessica)(Jessica)

Video clipsVideo clips

Interview questionsInterview questions

Was there a change? Was there a change? (Neil)(Neil)

Findings from pre and post formal assessment data based Findings from pre and post formal assessment data based

on accuracy at first attempton accuracy at first attempt::

Was there a change? Was there a change? (Neil)(Neil)

0102030405060708090100

Nov. Dec. Jan.

Judith

Melvin

Betzaida

Itzel

Jessica’s ExperienceJessica’s Experience

More than ever pre service teachers need More than ever pre service teachers need to know the new forms that literacy is to know the new forms that literacy is taking and the research-based literacy taking and the research-based literacy tools that will support best practices in tools that will support best practices in teaching all students in all communities.teaching all students in all communities.

Jessica’s Practicum (whole class Jessica’s Practicum (whole class use of the tablets in the fall)use of the tablets in the fall)

What worked well: Small focus groups, What worked well: Small focus groups, Story Builder and Sentence Builder apps, Story Builder and Sentence Builder apps, the team effort and support from Neil and the team effort and support from Neil and Rita was strong and much needed.Rita was strong and much needed.

Challenges: Finding adequate time to train Challenges: Finding adequate time to train students on the iPads and being efficient students on the iPads and being efficient when using them. Working as a whole when using them. Working as a whole class versus a small group.class versus a small group.

..

What I learned about technology as What I learned about technology as a pre-service teachera pre-service teacher

Preparation is key! Having the iPads synced, set Preparation is key! Having the iPads synced, set up, charged and ready to go. It is my belief that up, charged and ready to go. It is my belief that dedicating a two week “training” that integrates dedicating a two week “training” that integrates the iPads into the daily routine would have the iPads into the daily routine would have influenced a more successful project.influenced a more successful project.

Rewards of participating in this project include Rewards of participating in this project include gaining insight on incorporating technology into gaining insight on incorporating technology into a classroom that lacks resources and gaining a classroom that lacks resources and gaining the experience and knowledge of how to be a the experience and knowledge of how to be a more effective educator when using technology.more effective educator when using technology.

The Technology TWS The Technology TWS (Jessica/Rita)(Jessica/Rita)

How we would modify the experience toHow we would modify the experience to

better introduce technology to the children:better introduce technology to the children:

1.1. Assess the technology skills of the studentsAssess the technology skills of the students

2.2. Develop a 10 day unit on how to use theDevelop a 10 day unit on how to use the

technology: a model Teacher Work Sampletechnology: a model Teacher Work Sample

3.3. Establish a “Geek” squad of trained student “tech Establish a “Geek” squad of trained student “tech experts” to assist their peersexperts” to assist their peers

4.4. Introduce each application as a mini lesson Introduce each application as a mini lesson

Closing (all)Closing (all)

The lack of time for training the children initially The lack of time for training the children initially was an issue. Our solution is the Technology was an issue. Our solution is the Technology TWS or a block of classroom time dedicated to TWS or a block of classroom time dedicated to training using University resources when training using University resources when possible.possible.

We want to get to the point where the tablets are a We want to get to the point where the tablets are a part of daily instruction…a tool not so much a part of daily instruction…a tool not so much a curiosity.curiosity.

Q/AQ/A

BibliographyBibliography

Dutro, E. and Collins, K. (2011). A Journey through Nine Decades of Dutro, E. and Collins, K. (2011). A Journey through Nine Decades of NCTE-Published Research in Elementary Literacy. NCTE-Published Research in Elementary Literacy. Research in the Research in the Teaching of EnglishTeaching of English, 46(2)141-161., 46(2)141-161.

Metiri Group, 2008. Multimodal Learning Through Media: What the Metiri Group, 2008. Multimodal Learning Through Media: What the Research Says. San Jose, CA: Cisco. Research Says. San Jose, CA: Cisco. http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf..

Moje, E. (2009). Standpoints: a call for new research on new and multi-Moje, E. (2009). Standpoints: a call for new research on new and multi-literacies. literacies. Research in the Teaching of EnglishResearch in the Teaching of English, 43(348-362., 43(348-362.

Partnership for 21Partnership for 21stst Century Skills, 2004, A Framework for 21 Century Skills, 2004, A Framework for 21stst Century Century Learning. Tucson, AZ: Partnership for 21Learning. Tucson, AZ: Partnership for 21stst Century Skills. Century Skills.

Smith, G. & Thorn, S. (2007). Smith, G. & Thorn, S. (2007). Differentiated instruction with technology Differentiated instruction with technology in K-5 classroomsin K-5 classrooms. Eugene, Oregon: ASCD.. Eugene, Oregon: ASCD.

Spence, L. (2010). Generous reading: Seeing students through their Spence, L. (2010). Generous reading: Seeing students through their writing, writing, Reading TeacherReading Teacher, (63)8, 634-641, (63)8, 634-641..

Story and Sentence Builder for iPad v1.6 Application created by Story and Sentence Builder for iPad v1.6 Application created by Northwest Kinematics, 2010Northwest Kinematics, 2010