Shannon Moore

Article Summaries
2-7-14
Combining Traditional and New Literacies in a 21 st Century
Writing Workshop
Citation:
Bogard, J. M., & McMackin, M. C. (2012). Combining Traditional And
New Literacies In A 21st-Century Writing Workshop. Reading Teacher,
65(5), 313-323. doi:10.1002/TRTR.01048

Identification: Theory-into-practice
Summary: The author of this article sets out to explore and
understand the blending of time honored literacy customs (graphic
organizers, pen and paper drafts) with new literacies (video editing
software programs) in the writing process. Each stage of the process
was documented via video cameras, field notes, student surveys, and
writing samples. During the writing process, the teacher used both
written customs and the new processes. During the writers workshop,
students produced recorded oral rehearsal instead of written drafts
using three different technology tools. For many students, using these
new technologies allowed them more freedom and less writers block
when it came to the first draft of their narratives. Eventually, through
the rest of the writing process, the teacher used several other tech
tools to help students produce their final narrative.
Critique: This article/research is very useful for the language arts
teacher, especially the writing teacher. It introduces several
technology tools that may not be familiar to most teachers (I am
speaking for myself too). The research was very valid in providing the
student feedback and how they enjoyed this way of writing. Many of
the students felt very comfortable with this form of writing. Even
though this research was based on a third grade class, I believe that it
would benefit students at any grade level, even high school students.

Lively Language Arts: The Digital Age Invades the English

Classroom.
Citation:
Doe, C. (2006). LIVELY LANGUAGE ARTS: The Digital Age Invades the
English Classroom. Multimedia & Internet@Schools, 13(5), 30-33.
Identification: Research
Summary: Charles Doe examines the need for new technology in the
language arts classroom and a way to help teachers provide these new
initiatives to their students. He explains that what teachers do with
their students must be real to them and whatever assignments that
are given must be accessible via the internet or their iPod. Doe goes
on to explain the many advantages and disadvantages to this
approach. The most important thing that can make or break such a
program is a fast computer and good internet connection.
Critique: This article was written in 2006, so it is very interesting to see
many of the predictions Charles Doe made come to life. He stated
that the future of the language arts classroom will include blogs, wikis,
and other social technologies. He was right; many classrooms other
than language arts are seeing these new trends and are benefiting
from them greatly. Doe gives a long list of resources for web-based
programs and electronic tools that are very useful, especially for the
language arts teacher. Many of the resources I have used myself, but
there are plenty others that I have not hear of that I intend on using or
at least trying out.

Web-based Learning: How Task Scaffolding and Web Site

Design Support Knowledge Acquisition
Citation:

MacGregor, S. K., & Lou, Y. (2004). Web-based learning: How task

scaffolding and web site design support knowledge acquisition. Journal
of Research on Technology in Education, 37(2), 161-175.
Identification: Theory-into-practice
Summary: There are many resources available via the internet to help
support student learning. Digital libraries, primary documents,
museum exhibits, and other presentations can all play a vital role in
teaching and student learning. All of these resources, if used correctly,
can increase student performance. The article refers to a study that
was performed in California that shows no significant impact of student
scores when students merely had access to the internet.
Implementing these resources in technology and requiring students to
exercise information seeking, analyzing, and synthesizing strategies is
the key to increase student performance through multimedia tools.
One of the tools this article examines is the use of WebQuest.
WebQuest are a great way for students to take control of their learning
using internet resources.
Critique: At first, the author provides information that seems to
contradict what was initially stated about WebQuest. In the
introduction, it seems as though WebQuest were the perfect tool in
achieving student centered learning. Several studies and reports that
were cited proved that creating WebQuest and having students
complete them did not provide the outcome that teachers thought they
should have. By the end of the article, the authors to point back to
WebQuest being a great tool in achieving knowledge acquisition
through student centered learning. The article goes into great detail
on the process of creating a WebQuest the correct way and things to
think about along that way. One problem in particular that I find in my
own classroom is reliable sources. Teaching students to identify what
a reliable source is difficult when its so easy to Google something
and pick the first thing they see. Scaffolding and being very precise
with your procedures of a WebQuest are essential with this multimedia
tool. As the initial findings of the California study showed no significant
impact of simple internet resources, its even more important to teach

student the process of a WebQuest, step by step to insure authentic

student learning is taking place.
Classroom-Tested Tech Tools Used to Boost Literacy
Citation:
Ash, Katie. (2011). Classroom-Tested Tech Tools Use to Boost Literacy.
Education Week, Vol. 04, Issue 02, Pages 22-24.
http://www.edweek.org/dd/articles/2011/02/09/02literacy.h04.html
Identification: Professional Practice
Summary: The author of this article explains how teachers are using
the technology tools they already have to support literacy learning in
their classrooms instead of investing in high-priced, pre-packaged
software that has no flexibility for the students. Several teachers
across the United States provided their own evidence that supports the
idea of using tech tools to boost literacy in their classroom. Teachers
are using everything from creating DVDs for students to take home
and study vocabulary to using webcams and podcast to improve
reading fluency.
Critique: This article is brief, but very powerful in proving that simple
Web 2.0 tools are highly effective in the classroom. As a Language
Arts teacher, I plan on using some of the strategies that were
presented in this article. I believe this article is not only effective for a
Language Arts teacher, but can definitely be used by all subject are
teachers to improve performance in their classes also. The only
problem that I find with the ideas of using these tech tools is the
availability of them in certain schools. I understand that in the year
2013, every school should be technology equipped, but I dont
believe that is the case. Those schools that are struggle in the
technology area may find it difficult to implement these tools in their
classrooms.

Essential Google: Curriculum Integration & E-Portfolio in

Assessment

Citation:
Duvall, S., Jaaskelainen, K., & Pasque, P. (2012). ESSENTIAL GOOGLE:
CURRICULUM INTEGRATION & E-PORTFOLIO IN ASSESSMENT. Library
Media Connection, 30(6), 52-54.
Identification: Professional Practice
Summary: This article is written by three teachers/media personal in a
high school in Ann Arbor, Michigan. Their purpose in doing this article
was to prove that integrating technology into every aspect of
education is essential and key to any students success in the 21 st
Century teaching and learning school. The program was called Skyline
(I assume after the name of the school) and ran off of Google Docs and
Sites. Every student in the school, approximately 1600 students, had
an online portfolio of work. The authors state that numerous school
wide practices have been influenced and improved using these simple
Google tools. Using Google Docs and Sites is free and all the more
reason why teachers and schools should begin using this to expand
21st Century teaching and learning.
Critique: I am familiar with very few things that involve Google other
than the search engine. Knowing about this user friendly, free
technology tool, and I am more interested in trying this out on my
gifted class to see how well they may like it. This article is very helpful
in two primary ways. First, the authors provide feedback from current
teachers and students that are using this tool and express how it has
improved student learning and how it has moved their entire school
further into 21st Century learning. Second, the article gives you a step
by step guide on how to set up your own Google Docs and Sites for
your classroom and then eventually your entire school.
Multimedia in the Classroom
Citation:
Fan, H., & Orey, M. (2001). Multimedia in the Classroom. Journal Of
Research On Computing In Education, 33(5), 1-12.
Identification: Theory-into-practice

Summary: In this article, researchers set out to examine two different

groups of students in a public middle school advanced Language Arts
class. Their goal was to prove that integrating technology into
writing would significantly improve the students ability to write. In the
first experiment, results concluded that there was huge success in the
writing ability of students after participating in the technology writing
project. The second experiment did not go as well as researchers
thought and it almost disproved their earlier findings. Along with the
results of both experiments in the latter part of the article, the author
goes into great detail of findings and research of others that prove the
theory of integrating technology to enhance and improve students
writing abilities.
Critique: I thought this article was interesting in that the theories that
the author provided from other researchers seemed to prove the initial
thought of technology and writing abilities. All the information that
was provided prior to the results of the experiments seemed to
completely prove that technology was the solution to the problem
that plaques our educational system. I found this article to be very
useful to myself and fellow Language Arts teachers. Teaching sixth
grade students to write correctly is a struggle for both teachers and
students. The evidence in the article gives some hope and
encouragement that integrating technology in a Language Arts
classroom can be effective. Some of the evidence that the authors
provided was (multimedia projects) less restrictive than written test,
self-expression can enhance student products, integrating the
computer into composition instruction has positive effects on both
quantity and quality of student writing. I believe this article could
have been more effective if the experiments reflected the prior
researcher that the author provided. If this could have been done, I
believe it would have made a greater impact to the reader.

Using Weblogs to Promote Literacy In The Classroom

Citation:

Huffaker, David. (2004). Using Weblogs to Promote Literacy In The

Classroom. First Monday, Volume 9, Number 6 7.
http://firstmonday.org/ojs/index.php/fm/article/view/1156/1076
Identification: Research
Summary: The creation of the weblog or blog has increased in this
generation of computer savvy people. Using a blog is a way for many
people to communicate with others through a journal or diary type
format, just electronically and for the world to see and comment on.
Blogs provide new opportunities for people to present and express
themselves online. Large parts of the blogging community are
adolescents between the ages of 13-19. Because of these numbers, it
seems obvious that implementing such technology tools as blogs into
the classroom would be a no-brainer. The author poses two questions:
Can blogs enhance learning environments? Can they be used in
classroom settings? The answer, according to Huffaker, is that blogs
can be an important addition to educational technology, they promote
literacy through storytelling, allow collaborative learning, provide
anytimeanywhere access, and remain fungible (exchangeable) across
academic disciplines.
Critique: This article was organized in a way that all evidence that is
provided fully supports the theory that the author set out. It explained
the importance of literacy and learning and included the importance of
digital fluency also. Literacy in all subject areas is very important in
todays educational world and it only helps to increase a students
understanding when they are fluent or can become fluent in literacy
itself. Blogs become the perfect avenue for advancing literacy in
students. Several example of how to use blogs were also provided.
Storytelling and classroom blogs are two ideas that the author
presented. I think its a great idea for early education students to
participate in the storytelling aspect of blogs. Classroom blogs would
be better suited for the middle and high school students.
Gateway Tools: Five Tools to Allow Teachers to Overcome
Barriers to Technology Integration

Citation:
Hammonds, L., Matherson, L. H., Wilson, E. K., & Wright, V. H. (2013).
Gateway Tools: Five Tools to Allow Teachers to Overcome Barriers to
Technology Integration. Delta Kappa Gamma Bulletin, 80(1), 36-40.
Identification: Research
Summary: One of the biggest reasons why technology hasnt fully
made it to every classroom is the familiarity and comfort of the
technology by the teachers. The authors of this article express how
students are more immersed in the technology than most teachers
and this makes the teachers uncomfortable and not willing to embrace
the ideas and tools that technology can provide to their classroom.
Basic technology tools are seen all throughout classrooms, but they are
primarily used through teacher-led instruction. In order for the
technology to be useful to the students, they must change the focus to
student-centered learning experiences.
Critique: The authors explain how teachers must be comfortable in
their technology experience in order to implement in their classrooms.
They go on to say that providing adequate training to the teachers is
essential in making them comfortable. The authors are part of a
professional learning group called Master Technology Teachers that
focuses on technology integration in the classroom. They provide
several Web 2.0 tools that help teachers become more efficient, but
also become more comfortable for future tools to be implemented into
their classroom for student use. I believe that this part of the article is
most important part. The authors express how important it is to make
the teachers feel at ease with tech tools and they provide such
avenues to make them feel comfortable.