Amy Hutchison

Exploring the Use of the iPad for Literacy Learning

The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals. An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided. Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work may provide a foundation for teachers and leaders making decisions about whether mobile devices such as these can be useful in literacy classrooms.

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a relation between teachers’ perceived importance of technology and reported levels of integration. Results revealed relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and influences associated with higher levels of integration and use. The findings advance understanding of the extent to which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably increasing integration consistent with expanding definitions of literacy.

Using a wiki to facilitate an online professional learning community for induction and mentoring teachers

The purpose of this case study was to report on the use of a wiki as a tool for conducting online professional learning communities (OLCs) with 26 induction and mentor teachers. Data sources include teachers’ wiki postings and teacher interviews. Results indicate that: (a) Web 2.0 tools may be most effective in OLCs when the social features are utilized in addition to the features that enable task completion; (b) Using Web 2.0 tools restrictively, and without consideration of their affordances, may inhibit the success of OLCs; (c) Online learning communities for induction teachers may be most effective when supplemented with face-to-face discussion; and (d) A task-driven environment in OLCs can encourage professional dialogue and reflection, but may make induction teachers feel isolated and unsupported.

Literacy teachers' perceptions of professional development that increases integration of technology into literacy instruction

A national survey of 1441 literacy teachers in the US was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers’ perceptions about how to improve professional development in the area of technology integration. Data were analysed using qualitative methods. Respondents identified four factors that they believe would contribute effectively to their own professional development: (a) time: time to explore, practise, and prepare for literacy instruction into which they integrate technology; (b) access: access to equipment during and after professional development; (c) knowledge: access to higher level knowledge, knowledgeable presenters, and relevant background knowledge; and (d) support: ongoing, follow-up, and small group support. Implications for the improvement of literacy teachers’ professional development and student learning are discussed.

Blogging within a Social Networking Site as a Form of Literature Response in a Teacher Education Course

The purpose of this qualitative study was to document how pre-service teachers in a children’s literature course experienced blogging on a social networking site as a form of literature response. Understanding how pre-service teachers experience these tools can inform the ways we instruct them to integrate Web 2.0 tools into their teaching. Analysis of the data revealed three themes: (a) Not social but socially influenced; (b) excitement for blogging; and (c) discussion. Results underscore the importance of educating pre-service teachers about the role and potential of technology in literacy instruction by modeling uses of technology that promote literacy learning.

Using the iPad as a tool to support literacy instruction

The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by supporting readers in creating multimodal responses to reading. Results indicate that several features of the iPad support literacy instruction, a context in which both traditional literacy skills and new literacies must be taught. Data analysis revealed the following four themes that characterise the ways in which classroom instruction was supported by integrating iPads: (1) choosing new ways to communicate a message; (2) detailed work and revision; (3) spontaneous collaboration and (4) student interest and attention to the tasks. Results indicate that features of the iPad may provide a simplified path to integrating technology into literacy instruction.

An Examination of How a Teacher's Use of Digital Tools Empowers and Constrains Language Arts Instruction.

The Common Core State Standards produce a need to understand how digital tools can support literacy instruction. The purpose of this case study was to explore how a language arts teachers integration of computers and iPads empowered and constrained her and the resulting classroom instruction. Constraining factors included (a) inadequate technological knowledge, (b) expectations of students’ comfort with technology, (c) inappropriate expectations for assignments, and (d) limited conceptions of the purposes of technology. Subthemes related to enhancement included: enhancement of classroom environment, simplicity and sophistication equal innovation and empowerment, combining tools, and digital tools support multimodal communication.

Organizing Instruction for Struggling Readers in Tutorial Settings.

In this article, the authors suggest that many of the problems struggling readers encounter while reading stem from distinct yet fundamental sources of difficulty related to the types of text read (print or online), the task or activity readers engage in, and the sociocultural context of reading. The authors further argue that although these problems are multidimensional, they can and should be addressed simultaneously. Using a case scenario of a third-grade struggling reader, the authors share guidelines with an example of how her tutor planned, organized, and monitored instruction in a one-on-one tutorial setting—here defined as a setting in which a single teacher or tutor, usually not the classroom teacher, plans and delivers instruction to one student. The authors anticipate that the insights shared will be helpful to professional educators, paraprofessionals, and volunteer or peer tutors who work with struggling readers in similar settings.

Parent Education for Dialogic Reading: Online and Face-to-Face Delivery Methods.

ABSTRACT This study explored the impact of a parent education program and the contextual factors that influenced the experiences of families in the program. Seventeen parents completed a 9-week, face-to-face program and 15 parents completed a similar online program. This study was designed as a multiple case study and utilized multimethods for data collection and analysis. An inductive approach was utilized for data analysis. Each parent-child dyad completed pre- and postintervention video recordings of shared storybook reading. The videos were analyzed using the Adult Child Interactive Reading Inventory and the Wilcoxon signed-rank test was used. Parents receiving either delivery method increased their use of dialogue while sharing storybooks. There were no significant differences between the online and face-to-face adult and children’s use of dialogue. The contextual factors that influenced the online participants were online access and design and delivery of content. The contextual factors that influenced the face-to-face participants were engagement, time, and group dynamics.

Considering a Twitter-Based Professional Learning Network in Literacy Education.

ABSTRACT This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A phenomenological approach was used to analyze data, and three themes emerged from analysis related to preservice teachers’ perceptions: (a) the complexity of posting professional resources and ideas to Twitter, (b) skepticism concerning participation in an online professional learning network, and (c) value in access to multiple educators, disciplinary experts, and classroom resources. Implications for these results are discussed in regard to developing professional learning networks in preservice teacher education to support disciplinary literacy.