The Nov.1^st, day at Surrey SFU was an informative day. I was able listen to Lisa talk about looking at observations and the steps needed to find the information in my data that will help “tell my story”. She provided a good handout that went through the steps, actions and questions that can help guide you through this process. Shelley and Chris discussed about the use of artifacts/student’s work. They also provided another good worksheet on using data analysis to “find your findings’. During this time we were able to share our Initial questions and any concerns that we had.

In both “work shops” it was emphasized that it is important to read and re-read your data in order to see the clear patterns.

I know that I have data but now by big job will be making sense of it and weeding out what is not important to my question/questions. In some ways it feels like a very daunting task. It will be interesting to see what happens with the results I discover.

As teachers we always need to collect some form of data on our students. By starting the year with a focus on my Field Study, and how I was going to be collecting data, I feel that it really helped me get to know my students, their learning styles and their abilities. I used notes, surveys, interviews and student work samples to collect data.

My Research Experience, so far…….

In education we are always being exposed to new thinking and even revisiting old thinking when it comes to meeting the needs of our students.  I know that I am always looking for something better, so the thought of researching on a topic of interest sounded very interesting to me. However the actual process, so far, has been quite overwhelming. I have found some articles that are interesting and some full of information that is not relevant to my research. It is a challenge to find the most informative research that can be applied to my FS question.

There is a lot of reading to do to find what I am looking for. It is giving me more questions to ask. I still have lots of readings to do to get a clearer picture of how to help answer my FS question and work on my related action plan.

Reading comprehension is an essential skill that everyone needs to have to function in society. As an educator I feel that it is my job to ensure that I find the best way to carry out this goal of teaching reading comprehension and meeting the needs of all of my students. My concern is that some educators may feel that using only technology to teach is the future. I however, think that by using the combination of printed text, interactive electronic books and CD-ROMS, reading comprehension for students will improve.

As stated in Grant’s (2004) article “The popular belief outside of education has been that computer-based-instruction increases student achievement and improves student attitudes toward learning.” With public interest, some extra funding, and special interest groups such as CAST (Center for Applied Special Technology) wanting digital curricula in the classroom, I feel it is up to Educators to make the final decision if the use of electronic books and CD-ROMS are valuable and achieve the results needed to help students read and comprehend.

“Our society’s definition of literacy changes as new technologies for acquiring information are developed” (Pearman, 2008). It is important for teachers to keep up with the ever changing technologies so that the needs of the students can be met in the best way possible. I feel that this means the combination of printed text in conjunction with Electronic Books and CD-ROMS.

One example of new technology is the use of CD-ROM storybooks and their use in developing reading comprehension. Having witnessed the use of electronic books in the classroom and the total focus of all students, I can understand the interest and the need to study the implications of their use in developing improved comprehension.

From Grant’s (2004) article, Mathew’s (1997) findings showed a significant difference between retelling the print version and retelling the electronic version of stories. Medwell’s study, (1996), from Grant’s (2004) article, also showed the effectiveness of electronic books as part of literature based reading programs. He found that the group reading from CD-ROM and text provided had twenty-three to twenty-five percent greater increase in accuracy. In the studies reviewed in Grant’s (2004) article, “technologically integrated literature-based reading was shown valuable in increasing comprehension”. Electronic Books, as an additional tool, were found to assist students with diverse learning abilities.

Pearman’s (2008) article mentions how the features of electronic text and CD-ROM story books reduce the burden of decoding for the reader so more energy and attention can be applied toward comprehension. This problem can often be observed with students who have difficulty learning to read. Traditional print stories may seem static and cannot respond to individual readers.

What is very interesting and important to remember is that the special features of electronic text that enable an entire book to be read to students and can help them decode new vocabulary do not build the same skills that the use of printed text does. In Pearman’s (2008) article, Birkerts (1995) voiced concerns that hypertext features fosters superficial learning and a reliance on the technology to gain understanding, where traditional texts encourage the reader to think critically and use analytical skills to gain meaning.

After reading both Grant’s (2004) and Perman’s (2008) articles, I feel that it is clear that the use of electronic books and CD-ROM storytelling, in the classroom, are becoming very important tools to include in the development of reading comprehension. I also agree with the authors that it is evident that the continued use of printed text is also essential. The next question to ask is in what proportion, to get the most success, should we use the printed text, electronic books and CD-ROMS to improve reading comprehension?

Reading comprehension continues to be a main focus of educators and if helping children read means the use of new technology with printed text then I feel we are heading in the right direction.

Annotated Bibliography

Grant,J.(2004). Are Electronic Books Effective in Teaching Young Children Reading and Comprehension? International Journal of Instructional Media 31(3), 303-308. Retrieved

June 24, 2008, from EBSCO Host Research Database.

The author examined five studies, where the use of interactive computer-based instruction was used to determine the effect on reading comprehension of students with various forms of learning disabilities. Each study varied in size, age of children, use of Technology (e.g. computer-screen-reading, CD-ROM) and print. The Author felt that technologically integrated literature-based reading was shown valuable, as a tool, in increasing comprehension.

Pearman, C.J. (2008). Independent Reading of CD-ROM Storybooks: Measuring Comprehension With Oral Retelling. The Reading Teacher, 61(8), 594-602. Retrieved June 24, 2008 from EBSCO Host Research Database.

The Author of this article informs the reader about how the definition of Literacy is changing as new technologies for gathering information are developed. The Author focuses on the use of CD-ROM storybooks with beginning readers. The pros and cons of using electronic text (e.g. multisensory) versus traditional text (e.g. static) are mentioned, and are supported by other cited Authors. The final implications from this study indicate that interactive, CD-ROM storybooks may facilitate and enhance reading comprehension for students who are struggling with reading.

How will reading comprehension improve with a classroom focus on vocabulary development?

http://www.edutopia.org/beginning-journey

“Student-driven projects, enhanced by technology…”

Yes, I do think this is a good idea for all age students.

Technology is becoming more of an important tool in the classroom. It is interesting to read how Primary teachers have started using technology. It is keeping students excited about learning and teachers “rejuvenated” as well as motivated.

Asking the children the question “When you want to find something out, what do you do?

“You go to the computer, you get on the Internet, and you can get a book.” This helps the children become problem solvers.

The Video, in the article, was interesting. It showed the use of an interactive whiteboard, (Smart Board) to help provide and gather information. The children were able to get information quickly. They appeared really engaged in their learning. The project-based curriculum incorporated many learning and teaching opportunities. The project demonstrated lifelong learning.

A concern is making sure the children can learn to use the internet in a safe way and discern what information is accurate and where to get it.

In primary grades, or for that matter intermediate grades, how much technology should be used when doing projects?

Should all projects have a technology component?

Will technology project based learning be accepted for assessment? Teachers are being asked to provide more “pen and paper testing” for assessment.

The use of technology is here, but how will it be sustained (financed)?

http://www.edutopia.org/technology-integration-introduction This is an additional  article about integrating technology into the classroom for intermediate students. “ It means more than teaching basic computer skills and software programs.”