Internet: Online Reading Comprehension

    The internet can be a very confusing and intimidating place for a beginner, and reading it is like reading several things all at once.   The concepts of text are very different from teaching a child to read a linear book or page.  “In contrast, Internet texts are part of a complex open-ended information system that changes daily in structure, form, and content.  Readers may enter into the "middle" of an Internet text from countless origins, and, often, they encounter distracting advertisements, inconsistent text structures, broken links, and access to an infinite amount of information completely unrelated to their intended reading purpose.”(Coiro, Dobler, p.220)  We have to teach students to filter out the less important information that may pop up and be on the side of a page.  They need to understand what not to click on what is appropriate to click on.  My little brother has used a computer from a very young age and we were always sure to remind him not to click on any pop-ups or things offering him free deals.  This article focused on a study of 6^th graders reading various types of websites.  The findings were that is helped students comprehend a site when they had prior knowledge of “knowledge of the topic, knowledge of printed informational text structures, knowledge of informational website structures, and knowledge of Web-based search engines.” (Coiro, Dobler, p.231) I think the more practice the students get with reading on the Internet the better they will get at it.  It is important not to assume that all students just know what they are doing, no matter what the age, because they have all had different experiences coming in. 

- “Exploring Online Reading Comprehension Strategies used by sixth-grade skilled readers to search for and locate information on the Internet”

There is a whole new world of comprehension when we compare reading a book to reading the internet.  Children have to develop the strategies for reading the internet before they can begin to comprehend what they are reading.  Webpages come in ALL forms…so as teachers, where do we begin to teach children the best strategies for reading them?  The article talks about first having your students pose a question or problem to try to answer before they begin exploring the internet. (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.4) This way they are giving themselves a focus and not just getting lost in all that they could find.  Also, like with anything we need to stress to students to be critical of what they are reading, especially when reading on the internet.  Giving students the tools needed to analyze a web site, and make sure it is a reliable source, is a vital step in internet reading.  This article addresses that there should be scaffolding happening when teaching reading and comprehension online.  It explains it in phases, where first the teacher is modeling to the class the best strategies for reading a webpage are, and then gradually they give the students more and more independence with the process. “It is also likely that students and teachers will engage in important online reading projects to advance content area learning while they also develop greater proficiency with online reading comprehension. In addition, it is quite likely that students will collaborate with other students around the world in common learning projects.” (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.15) These things are already becoming a part of many classrooms, and teachers need to begin teaching these future citizens the tools needed to explore reading on our rapidly growing internet.

- “Research on Instruction and Assessment in the New Literacies of Online Reading

Comprehension”

In this article the authors believe there are “five processing practices required when reading on the Internet: (a) reading to identify important questions; (b) reading to locate information; (c) reading to evaluate information critically; (d) reading to synthesize information, and (e) reading and writing to communicate information.” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.5)  Again, like the other two articles, this shows there are many skills that go into reading on the internet as opposed to reading a book.  BUT this article brings up a vital point, why aren’t there internet skills required for the State tests, when there is research saying that students are going to need these skills.  From that the “rich are getting richer, and the poor are getting poorer,” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.6)  just like what is being fought in the “Occupy Wall Street Movement.” The poorer school districts are focusing on getting their test scores up for these tests, therefore they are straying away from building these internet reading skills.  They may not have the same supplies and richer districts, but they should still be practicing with the few computers they may have.  Meanwhile the rich schools have an abundance of technological supplies and are incorporating this growing reading “technique” into most lessons.  How can we lessen this gap?  How can we help give EVERY student the same chance at success in the real world?

- “Expanding the New Literacies Conversation”

Evaluating Websites

     This article focuses on the different ways teachers can and should incorporate websites and technology into the classroom.  I liked the comparisons between the two teachers to how you can incorporate technology in a basic way and then how it can be used in a way to enhance literacy learning.  The one teacher just replaced a computer to do things that they could easily do with pen and paper.  The other teacher showed a way for students to take literacy to the next level using video, sound, etc.  The students in her class seemed very self-directed, and the teacher acted as a guide to finding relevant information on the web.  The list and explanations of the variety of ways to use technology in the classroom will act as a great resource to come back to as I take on these projects in school.

     I work with a teacher that is not afraid to try new technologies with her students.  She likes to test the boundaries of the school restrictions and create a classroom in which they can thrive using all types of new technology.  She allows students to use the cell phones in class as resources, since there are not many computers in the class.  She of course had a long talk with them about her expectations and respecting the situation to create a good working environment.  I think the kids respond great to her way of teaching and are eager to try new projects that she throws at them.  The only downfall to this is that she can’t use all of her creative ideas because she has to spend time with them on the test taking aspect, so that they are used to formats that they will see on their test using only pen and paper.
- “Becoming Literate in the Technological Age: New Responsibilities and Tools for Teachers”

      “By retaining student attention on the content space, there is a greater likelihood that information will be examined in greater depth and as such, comprehension and retention of the information presented is much more probable.” (p.299)  From this I feel like the article is saying that teachers should provide students with reliable websites so that they do not get completely off task while exploring the vast world wide web.  I know that when I am just exploring Google on certain topics I can easily get completely off task by going from one website to another, and I am an adult with some self-control.  Websites contain so many different things that students can click on that they need some direction in order to get anything out of a website assignment.  That is why I LOVE the idea of WebQuests from last week because they go through a process step by step, and even though they are given the websites to choose from it is still them exploring websites on their own.  They choose what they want to read.  They decide what information they want to take from it. 

- “Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes”

WebQuests

     I have always thought that WebQuests were an interesting, fun way for students to be in charge of their own learning with a little guidance.  Throughout my high school experience I remember doing webquests only a couple of times.  Now that teachers are becoming more technologically aware, they are beginning to incorporate webquests or “internet projects” into their curriculum.  “The WebQuest gives students a framework of how to complete the activity while allowing for varying approaches to the assignment.” (Lipscomb, p.153)  I can compare this process to a math lesson where all students get the same answer, but they are able to explain their process of getting the answer in many different ways.  It allows students to have the freedom to explore different resources, and find new information on their own.  They are given the choice to how much time they want to spend at each source and what information they find most important.  The list of suggestions that Lipscomb offers is very insightful and will come in handy when attempting to develop my own WebQuest.  It is important to stress to students that their time on the computer is limited and that they need to stay on task during the whole class.  It is very easy, even as adults, to get sidetracked on the internet and then forget what the initial goal even was.  Also an essential piece to using WebQuests in class is to “have a backup plan.” (Lipscomb, p.154)  One thing I have learned though subbing is that not everything goes to plan, especially when using technology.  A smart teacher has a solid backup plan in case computers or websites are cooperating. 

- “I Guess It Was Pretty Fun”, Using WebQuests in the Middle School Classroom

               

     In the vast seas of the internet, we have to teach students how to surf smartly.  Not every website is packed full with reliable information.  Through a WebQuest we can provide exemplar websites that we have found that will provide them with accurate information.  I love the fact that teachers can make webquests as specific and linear or as vague and non-linear as they want.  I would just suggest knowing your students and how much direction they might need in an assignment that uses  various websites.  If they easily get distracted, maybe it would be a good idea to give them the specific websites that they need to use.  If they are self-directed learners then give them the wiggle room to find their own reliable resources.  If you continuously use the same webquest, make sure the websites are still up-to-date and accurate because many times I have visited webquests where many websites are no longer available.  Also be sure that the sites are not blocked at the school you are working because that will sure put a damper on a great webquest.  Webquests really test a teacher’s inventiveness when planning by “enhancing teacher’s creativity in thinking and writing, such as finding interesting and funny stories or scenarios and combining these with math and other subjects.” (Halat, p. 110)  Lastly the rubric is important for students to see so that they know exactly what is expected of them as an end product of the activity.  This assessment piece is important because webquests are so student-directed, and a rubric will give them the peace of mind that they are doing it correctly.

- “A Good Teaching Technique: WebQuests”

Examples of Webquests:

Solar System WebQuest

Another Solar System WebQuest

World Religions WebQuest

Fairytale Webquest

Classroom Webpages

     This study was interesting because it really dug in deep to what types of things were being added to classroom websites.  Also beyond just the classroom website it touched on what benefits the internet posed for teaching literacy, like author and publisher websites, that students can explore. (Baker, p. 6)   Websites were used to display “newsletters”, “external links”, and “publishing student work.”  I think this is typical of what I usually see on classroom websites that I have visited.  In the district that I substitute for I think that most teachers created their website as a result of a professional development session they had taken.  I believe the administration highly recommends that all teachers have a website, mainly as a place parents can go to see what their child is up to in school.  This article also brought up the idea of the “invisible classroom” that is created when a teacher provides a website for students to visit at any time of day or night.  (Baker, p. 18)  This will only be beneficial to students if the teacher updates the website consistently, so that the students are constantly having new work to try or websites to explore.  Lastly, it was surprising to see that there was no support of peer culture on the websites explored.  This is sad because students would get more involved in a teacher’s website if they were to find something that they could relate to on it. - “Elementary Classroom Websites”

      I agree that because of the increase in student’s ability to use and access technology, teachers should take advantage of this by creating a class website that promotes literacy learning.  The different “levels” that class websites fall into make perfect sense and are easily distinguished between.  In my experience I have come across mostly “static” and “semistatic” teacher webpages.  It looks like the teacher just set up the site, including the basics, and never really updates info. throughout the school year.    I hope to create my own website that including or linking to many different aspects of the web that we have discussed in this class.  A website has the ability to be so dynamic and fun for students to visit, and if done right students are learning without even realizing it.  The district I work in honors a teacher's webpage by highlighting a "teacher webpage of the month."  My mother was always trying to get that honor and when she did she showed the whole family multiple times throughout the month.  A little friendly competition between collegues helps them create innovative and engaging websites.  The more involved a student can be in a website the better.  It is important to dedicate time in class to teach students how to navigate your website though, so that they are able to be self-sufficient when the teacher is not around.

- “Making the Most of Your Class Website”

     I really like how this article categorized websites into three different learning environments; informational reading systems, interactive learning systems, and instructional learning systems, each of these increasingly becoming more and more complex and interactive.  After reading this I was reminded that websites, no matter how informative or engaging, still need to be monitored by the teacher and lessons need to be formed, with the site acting as a tool for learning.  There has to be accompanying assignments and discussions to check for understanding after the assignment.  This article offers a lot of creative ideas for using different kinds of websites.    Teachers should always remember to monitor each student while using these new technologies to make sure that they are working effectively and that the assignment is worthwhile.  Reflection and on lessons with websites is critical to make sure they are the best tool for your specific students to use.
- “Using Websites Wisely”

     This article focused on the organization of school webpages.  I love that the authors went straight to the source and surveyed those who use the website most to see what should or shouldn’t be added to the site.  Even before looking into what should be included in a school or district website it is imperative to make sure the site is organized, easy to navigate, and user friendly.  In the survey given it was unanimous between teacher, students, and parents that they wanted the school calendar and homework information included somewhere on the school website. They all felt that community information was not important to include.(Miller, Adsit, p. 39)  Whenever I have used a school website I look for the same kinds of things each time;  the address of the school, staff information, teacher webpages, and human resources.  As long as parents, teachers, and students know where to look for things that they need that is all that matters.  “Composition of the school website is reliant upon the school having personnel with the technical expertise needed to make web changes.” (Miller, Adsit, p.39) If you have great tech. people to work with the possibilities are endless to what could be added and updated on a school website.

- “Evaluating the Importance of Common Components in School-Based Websites: Frequency of Appearance and Stakeholders' Judged Value”

Visual Literacies

     Flickr is something that I have heard about many times and have been led to from a Facebook post, but it is something I have never personally used.  I did not know that Flickr allowed users to add annotations to their photos in different areas.  It also gives others a chance to comment on the photos you have added to your album.  I love the idea of students taking photos with their own digital camera to interpret certain subjects and topics taught in class and then annotating them as to why they chose to have that picture represent something they were learning.  How creative is that?  And it is a higher order of thinking!  Again we have the problem posed that most schools block Flickr from school website, and they make it hard to use this program educationally.  Also we have to be careful to protect ourselves and our students from breaking copyright laws.  The book suggests using New York Public Library’s extensive photo archive as a source for images other that your own.  To be safe you can just have students take their own original photos for projects.  I love the idea of having students create an “online portfolio with digital images of their work that are annotated with reflective descriptions and commented on by peers or mentors.” (Richardson, p.107)  That is such gratification for students to display their proudest work, and then read what others have posted about it.  Flickr seems like it would be very fun and easy to begin exploring for myself and my classroom. (If only I can get my school to see the BENEFITS of using it!) - Chapter 7: Fun with Flickr

     I was glad to read this article because it seems like a good resource for history teachers.  It would be a different experience for students to see pictures, but to also be able to hover their mouse over the picture to read the captions.  I am still a little confused to whether the institutions are the only ones that can upload to the Commons and add captions, or if the public can also contribute to the photo if they know something about it.  If the audience can comment on these “private” photos this would be a great way for students to interact with pictures of the past without just reading a boring textbook.  The only problem I see with this is that the website is blocked in many districts and the students would only be able to do this assignment from home, and not every student has a computer or the internet at home.

- “The Commons of Flickr”

     This article really focused on the reasons we need to dedicate ourselves, as effective educators, to teaching students through new technologies.  “"Please listen, class." "Pay attention, now." "Follow along with me, I'm on page three." "Will someone read for us?" - students tell us with their body language, their passive disinterest, or their distracting behavior that they are struggling to be successful in our text-driven classrooms.” (Myatt, p.187)  I totally agree with this statement because students are not supposed to learn the way students learned in the past.  The world is changing, so technology should be changing in the classroom as well.  Teachers can’t be afraid to experiment with new technology because it is the present and will only increase in the future.  Students need this visual stimulation in order to be active in their learning.  If they are just sitting there listening to lectures and writing down notes they are not really learning anything, and in most cases they will just memorize what they are given, spit it back up for a test, and then forget it.  Visual Literacy will paint pictures in the students’ minds and have a more lasting effect on them, especially if THEY are the ones creating it.

- “Connecting the Dots: The Unexplored Promise of Visual Literacy in American Classrooms”

Podcasting & Digital Storytelling

 Our world is constant stream of visual images coming at us in many different ways; be it YouTube videos, television, pictures, or movies.  It makes sense that we teach our students how to create their own way of communicating with the world through videos and podcasts.  I have just recently begun experimenting with making my own videos and movies as a means of social justice education.  I have created two movies using Windows Movie Maker on “Tolerance” and “Social Media’s Effect on Teens.”  I really enjoyed creating these movies with the mix of pictures, video clips, words, and music to really make an impact on the viewer.  Videos and podcasts can greatly influence an audience if done correctly.  Teachers can do a lot with videos in any subject with either teacher-created or student-created material.  When publishing videos to the internet, schools come across the problem of websites like YouTube being blocked.  To get around this, the book mentions, classes can post to TeacherTube.com. (Richardson p. 121)  I actually prefer schooltube.com because I have been able to find more of a variety of videos and higher quality as well.  Today I just used iMovie for the first time while I was subbing for a 9th grade class, and I really can see the benefits that will come out of the experience for myself as well as the students. Podcasts are not as familiar to me as creating videos, but after reading about them they seem easy enough to begin with students.  I would definitely start by listening to some podcasts at home and then in class.  We can compare and contrast what we like about different podcasts.  Then I would give students to chance to work in a group to create a podcast on a specific topic.  I love the idea of podcasting lessons and posting them on a teach website for those students that were absent of just want to review material.  Videos, screencasts, and podcasts all help students develop their reading, writing, listening, speaking, and presentation skills in a very interactive way.

- Chapter 8: Podcasting, Video and Screen casting, and Live Streaming

     These articles express the benefit of using digital media (audio, video, and images) in education.  In the “digital storytelling” article I really like the way that is set up so that the student still has to go through all the same steps to writing a story put the end product is a visual and audio experience.  I think students would really get into adding images to enhance their personal, historical, or informational movies. (Robin, p. 2)  In order to find appropriate images for their movies, students have to be able to analyze the information they have and think at a higher level than if they were just writing it on paper. I did like the section of this article that talked about making sure to review copyright laws with students for when they are using images from the internet, and even gave websites that offer free images to use without any issue.  In the “Digital Language Experience Approach” article it was interesting to see how each student, with varying abilities, worked with the storyboard to improve their learning.  In all three cases the students were able to highlight an area in which they thrived and really express themselves in a way that they weren’t able to do before.  Movies are a great way to get those shy, timid kids to come out of their shell and show their personalities through this “digital language.”
- “The Educational uses of Digital Storytelling” and “Digital Language Experience”

     This article really showed the extent to what we can do with podcasts.  Students can reach students from anywhere in the world with this technology. Teaching different languages can become something a lot more interactive if a foreign language teacher sets up session with a school from a certain country.  The student communication would benefit both the English student and the foreign language student.  The great thing is that whatever podcast you are listening to can be listened to as many times as you would want.  This is perfect for students that need the extra time to listen to a lesson and take in the information several times.  When it comes to review at the end of a unit, all a teacher needs to do is pop a podcast on their website and there is an instant study tool for students. 

- “Podcasting in the Classroom: A sound Effect”