Digital Commons Network^™

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Mark Hofer

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

Turning Pages Together: Supporting Literacy And Social Engagement, Cynthia R. Chambers

Cynthia R. Chambers

No abstract provided.

Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran

Renee Rice Moran

Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.

Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai

LaShay Jennings

Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.

Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai

Chih-Che Tai

Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Judith Harris

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

What A Wonderful World! Using Batchelder Books To Support Literacy, Deborah Parrott, Reneé C. Lyons

Reneé C. Lyons

Are you searching for fresh opportunities to support literacy through reader response activities? Batchelder Awards and international stories are relatively untapped resources that offer a global approach for children to expand comprehension through tales from many nations. Pairing these stories with reader response exercises provides an outstanding opportunity for collaboration with social studies and language arts teachers. Handouts will be provided. (F4-E162)

Women’S Literacy In Early Modern Spain And The New World, Ed. By Anne J. Cruz And Rosilie Hernández, Kirsten Schultz

Kirsten Schultz

No abstract provided.

In Africa, Many Are In School But Not Learning, Ursula Schwantner

Dr Ursula Schwantner

ACER analysis for UNICEF examines the major impediments to children’s learning as a considerable proportion of students in Eastern and Southern African schools do not reach expected basic learning benchmarks in numeracy and literacy.

Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran

Karin Keith

Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.

Encouraging Literacy And Mathematics Achievement Through Study Of Real Estate, Ryan Andrew Nivens, Lori T. Meier, Karin J. Keith, Erin E. Doran, Edward J. Dwyer

Karin Keith

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities not perceived as directly related to improving test scores. Alternatively, the authors propose that using environmental text is essential for encouraging overall learning competencies in general and reading/writing/ and mathematical achievement in particular. The authors propose that using real estate booklets can be helpful in generating learning activities in literacy, social studies, and mathematics. In addition, integrating music and art comfortably accompanies strategies presented. Real estate booklets are colorful, rich in content, and readily available at no expense.

Modernizing The Reading Clinic Through Research And Exploration, Evan T. Ortlieb, Gina M. Doepker

Gina Doepker

Reading clinics are not only necessary, but pertinent in the age of educational assessment, accountability, and best practices. Assessing and individualizing instruction are only facets of what encompasses a reading clinic; the structure of a reading clinic must be representative of the needs of students today. A 10-step model for creating and maintaining a successful reading clinic for students will be discussed to ensure maximal learning for both preservice tutors and their tutees. Unique features include expanding literacy opportunities with technology, meta-monitoring of tutoring sessions, and facilitating continual professional development for preservice educators. Attendees will acquire knowledge of characteristics of …

Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai

Laura Robertson

Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.

Encouraging Literacy And Mathematics Achievement Through Study Of Real Estate, Ryan Andrew Nivens, Lori T. Meier, Karin J. Keith, Erin E. Doran, Edward J. Dwyer

Ryan Andrew Nivens

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities not perceived as directly related to improving test scores. Alternatively, the authors propose that using environmental text is essential for encouraging overall learning competencies in general and reading/writing/ and mathematical achievement in particular. The authors propose that using real estate booklets can be helpful in generating learning activities in literacy, social studies, and mathematics. In addition, integrating music and art comfortably accompanies strategies presented. Real estate booklets are colorful, rich in content, and readily available at no expense.

Australian Core Skills Framework (Acsf), Philippa Mclean, Kate Perkins, David Tout, Kath Brewer, Linda Wyse

Kate Perkins

The Australian Core Skills Framework (ACSF) provides a rich, detailed picture of real life performance in the five core skills of: Learning, Reading, Writing, Oral Communication and Numeracy. These skills are essential for individuals to participate effectively in our society. They are inextricably interwoven into all parts of our lives, being directly or indirectly linked to the physical, social and economic wellbeing of individuals, workplace productivity and safety, community interaction and capacity, and ultimately to Australia’s economic and community wellbeing. The ACSF reflects contemporary use of English in Australia. The ACSF has been developed to facilitate a consistent national approach …

Developing A Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, And Postcard Narratives, Annmarie Alberton Gunn

AnnMarie Alberton Gunn

No abstract provided.

Planting Seeds: To Grow Science Disciplinary Literacy Skills We Must Layer Basic And Intermediate Literacy Skills Across K–12, Jacy Ippolito, Cami Condie, Christina L. Dobbs, Megin Charner-Laird, Jaclyn Blanchette

Jacy Ippolito

Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz

Dr Petra Lietz

Effective communication and advocacy activities are essential components in initiating change in education practices and policies. ACER, through the Global Education Monitoring (GEM) Centre provided support to OMAES (Oeuvre Malienne d’Aide à l’Enfance du Sahel), a non-governmental organisation in Mali, for the development of an internal monitoring and evaluation system for the Beekunko assessment in Mali. Bεεkunko is a household-based assessment of children’s learning outcomes in literacy and numeracy for children in Mali whether currently attending school or not, and who are six to 14 years of age. OMAES’ primary aim through Bεεkunko is to motivate stakeholders at various levels …

Technical Problem Based E-Language Instruction For Vocational Students, Eleni Papantoniou, Thanasis Hadzilacos

Eleni Papantoniou

We discuss an intervention in mother language instruction in a Greek Vocational Lyceum combining Web 2.0 tools with electronic writing pedagogy. During a full school year (2012-13), forty six 11th grade students with typically low literacy skills participated, randomly separated in control and experimental group. The latter systematically dealt with Technical Problem Solving and completed online (Edmodo) increasingly complex writing tasks. Encouraged to reflect on and solve technical problems, they activated language skills for communicating their solutions through the synthesis of technical text-genres. Meanwhile the control group followed the conventional teaching method using the usual literary texts. Pre and post-test …

Assessing Ict Literacy Via Computer, Ray Philpot

Ray Philpot

Session P: Assessing General Capabilities, Julian Fraillon, Juliette Mendelovits

Juliette Mendelovits

There is growing interest in general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that teaching and learning. In this presentation examine the challenges of assessing on student learning and learning growth capabilities and cross-curricular learning present approaches used in research some of these challenges and reflect can be applied …

Session P: Assessing General Capabilities, Julian Fraillon, Juliette Mendelovits

Julian Fraillon

There is growing interest in general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that teaching and learning. In this presentation examine the challenges of assessing on student learning and learning growth capabilities and cross-curricular learning present approaches used in research some of these challenges and reflect can be applied …

When Will India Achieve Universal Adult Literacy : Status And Prospects, Venkatanarayana Motkuri

Venkatanarayana Motkuri Mr.

The main objective of the paper is to assess the prospects of achieving universal adult literacy with a policy intervention factor through adult literacy programmes targeting different age groups. The paper begin with the analysis examining the status and disparities across sub-population groups distinguished by location, gender and caste, and across, states with respect to literacy. Then it proceeds to explore the prospects of literacy rate in India with a modelling of simulation exercise while considering different policy interventions. In this respect it is observed that the performance of India in literacy rate is relatively poor. The progress in the …

The Comprehensive Emergent Literacy Model: Early Literacy In Context, Leigh Rohde

Leigh Rohde

Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro

Anna H Hall

This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of inquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of inquiry and communication. Focusing on the kindergarten student participants’ experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge, and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance …

Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro

Anna H Hall

This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of inquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of inquiry and communication. Focusing on the kindergarten student participants’ experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge, and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance …

Enhance Alphabet Knowledge, Ana Paz

Ana Paz

Providing a child the opportunity to succeed in school is a main worry of parents and teachers. When children are able to connect letters with their corresponding sounds allows for literacy to grow. Using Enhanced Alphabet Knowledge (EAK) instruction will allow children to evolve their literacy skills by connecting. Connecting alphabet knowledge in four year old children can allow for pre-reading skills to emerge early. By focusing on daily enhanced alphabet knowledge lessons children will be able to connect upper case letters and lower case letters with their corresponding sounds. Children will also have the ability in identifying print-awareness.

Heartsongs Across The World: Using Literacy And Emotional Pedagogy To Empower Communities Of Compassionate Learners, Susan Densmore-James, Russell G. Yocum

Russell Yocum

No abstract provided.

Prekindergarten Policy And Politics: Discursive (Inter)Play On Readying The Ideal Learner, Angela Passero, Carrie Gentner, Vonzell Agosto

Vonzell Agosto

This study uses assemblage policy as the theoretical framework and is situated amid concerns about neoliberal influences on policy negotiations concerning prekindergarten/ers. Key, exemplary, and authoritative policy texts are analyzed using a form of CDA called critical rhetorical analysis. Analysis of key and exemplary texts illuminate terms around which the attempt to persuade was strong: high quality, age appropriate progress, readiness, and literacy. Authoritative texts and early childhood education literature provide insight into related political negotiations. Findings suggest contradictory interplay between policy documents including creation of the term age appropriate progress, conveyance of a narrow band of meaning and associated …

Interactive Whiteboards: Interactivity, Activity And Literacy Teaching, Lisa K. Kervin, Irina Verenikina, Kris Wrona, Pauline T. Jones

I. Verenikina

This paper explores the implementation and the use of the Interactive Whiteboard (IWB) in literacy teaching in an Australian primary school. A socio-cultural approach (Vygotsky, 1978) and Activity Theory (Engestrom, 2001) are used to explore the integration of the IWB in the literacy classroom environment where the individual, classroom and the whole school contexts are considered. A socio- cultural conceptualisation of technology allows us to view the IWB as a tool that can be used to enhance teachers’ pedagogical practices. The paper is based on a case study in an independent primary school located in a South - Western suburb …