Digital Literacy

Celebrate Solutions: Improving Literacy and Driving Change Through SMS Text Messaging    February 4th, 2013          By: Rati Bishnoi, Catapult.org    Using cell phones and text-message based literacy and numeracy training is helping Senegalese girls and women dramatically improve their ability to communicate with each other and their communities, according to an evaluation of a pilot program by Dakar, Senegal-based NGO Tostan.     Tostan’s “Community Empowerment Program” is an award-winning, three-year nonformal education program that provides community wide trainings to help villagers lead social change projects within their communities. As part of the CEP program, Tostan offers a 150-hour cellphone literacy course--called Mobile Phone for Literacy and Empowerment--in which participants in 20 villages received 16 lessons on how to use cell phones, build literacy and numeracy skills, and use text messaging as a means to practice and learn.    Although the use of mobile phones in rural areas in Senegal is widespread, a very low percentage of girls and women have access to mobile phones. In addition, sending SMS and accessing the mobile phone is much less common particularly by girls and women because of poor or no literacy skills. For example, a baseline survey conducted as part of an evaluation of the literacy component of the CEP program found only one in 8 female respondents owned a cell phone (less than one-half the rate of men) and more than 40 percent had no literacy or numeracy skills (almost double the rate for men).    However, helping girls and women improve the ability to communicate through mobile technology is a critical step toward realizing gender equality--and the Tostan literacy program appears to do just that.    A follow-up survey with participants across all villages showed that cell phone usage and the ability to communicate via text messages both increased. Cell phone use rose to a nearly universal level (98%), from 58% at the baseline. In addition, there was a drastic improvement across the reading ability of all participants--women, men, girls, and boys (65 percent compared to 8 percent before the program).    Girls and women participating in the program greatly improved literacy and numeracy skills. Before the program, nearly 42 percent of women and 44 percent of girls reported having no literacy or numeracy skills, compared to 21 percent and 17 percent, respectively, after. More than 30 percent of girls and women rated their skills as high after the program compared to only 12 percent of women and 8 percent of girls before.    Several of the villages also participated in SMS-based community forums in which participants could send messages to an entire group. Although usage of these messaging networks dropped sharply after the literacy program ended, anecdotal examples suggest that this connectivity helped advance the rights of girls and women. In one village, Dieynabou Baldé–a woman with disabilities--learned to read, write, and send text messages through the program, and now uses the SMS community forum to arrange transportation to community events.    How you can help:  Tostan is currently raising is currently raising $12,000 catapult.org to provide $25, $40, or $50 grants to women participating in Community Empowerment Programs capital to start their own businesses. Get involved and help raise funds. This project is eligible for matching funds from Johnson & Johnson -- give today and make your giving go further!       View more than 70 other solutions to improve the lives of women and girls on Catapult.    Flickr photo via Katepc   

Common myths about 21st-century literacies   Myth: 21st-century literacy is about technology only. Reality: Although technology is important to literacy in the new century, other dimensions of learning are essential. Studies of workforce readiness show that employers rate written and oral communication skills very highly, and collaboration, work ethic, critical thinking, and leadership all rank higher than proficiency in information technology. The Partnership for 21st-Century Skills advocates for core academic subjects, learning and innovation skill, and life and career skills, along with technology skills. Even a standardized measure like the iSkills Information and Communication Technology Literacy Test gives significant attention to organization, evaluation, critical thinking, and problem solving.8  Myth: The digital divide is closed because schools provide computer and Internet access. Reality: The digital divide — the gap in access to and quality of technology — still exists. In 2005, nearly 100% of public schools in the United States had access to the Internet, but student-to-computer ratios and access to broadband service vary widely across socioeconomic levels. Furthermore, available computers are often not used effectively or fully; the national average of students' school use of computers is 12 minutes per week.9  Myth: Teachers who use technology in their personal lives will use it in their classes. Reality: Research shows that teachers who use word processing, spreadsheets, presentation software, and Internet browsers at home do not bring that knowledge into the classroom. Furthermore, two-thirds of all teachers report feeling under-prepared to use technology in teaching, even if they use computers to plan lessons, access model lesson plans, and create activities.10  Myth: Teachers need to be experts in technology in order to use it effectively in instruction. Reality: Research shows that effective teachers collaborate with students to understand the information landscape and think about its use. Since success with technology depends largely upon critical thinking and reflection, even teachers with relatively little technological skill can provide useful instruction.11  Myth: Automatic Essay Scoring (AES) systems will soon replace human readers of student writing. Reality: Systems like ETS's Criterion, Pearson's Intelligent Essay Assessor (IEA), the College Board's ACCUPLACER and WritePlacerPlus, and ACT's Compass are all being used to provide immediate feedback or evaluate students' writing. However, the feedback they provide is generic and relatively limited, and these systems are confined to a narrow range of modes and topics.12

21st Century Literacies | Adolescent Literacy Topics A-Z | AdLit.org more from www.adlit.org - Not Cached - Edit - Delete - Share▼ Send to... Generate report... Get Annotated Link... Link to the meta page - Preview Global economies, new technologies, and exponential growth in information are transforming our society. Today's employees engage with a technology-driven, diverse, and quickly changing "flat world."1 English/language arts teachers need to prepare students for this world with problem solving, collaboration, and analysis — as well as skills with word processing, hypertext, LCDs, Webcams, podcasts, smartboards, and social networking software — central to individual and community success.2 New literacies are already becoming part of the educational landscape, as the following "fast facts" suggest:  In 2011, the writing test of the National Assessment of Educational Progress will require 8th and 11th graders to compose on computers; 4th graders will compose at the keyboard in 2019. Thirty-three states have adopted National Educational Technology Standards for K-12 students. Approximately 50 percent of four-year colleges and 30 percent of community colleges use electronic course management tools. The United States ranks 15th worldwide in the percentage of households subscribed to a broadband Internet service.Over 80 percent of kindergarteners use computers, and over 50 percent of children under age 9 use the Internet.3 At least 61 virtual colleges/universities (VCUs) currently educate students in the U.S. In 2006, 158.6 billion text messages were sent in the U. S. Over 106 million individuals are registered on MySpace. There are at least 91 million Google searches per day. The European Institute for E-Learning aims to enhance Europe's position in the knowledge economy by achieving the goal "e-Portfolio for all" by 2010.  As new technologies shape literacies, they bring opportunities for teachers at all levels to foster reading and writing in more diverse and participatory contexts. Sites like literature's Voice of the Shuttle, online fanfiction, and the Internet Public Library for children expand both the range of available texts and the social dimension of literacy. Research on electronic reading workshops shows that they contribute to the emergence of new literacies.4  Research also shows that digital technology enhances writing and interaction in several ways. K-12 students who write with computers produce compositions of greater length and higher quality and are more engaged with and motivated toward writing than their peers.5 College students who keep e-portfolios have a higher rate of academic achievement and a higher overall retention rate than their peers. They also demonstrate greater capacity for metacognition, reflection, and audience awareness.6 Both typical and atypical students who receive online response to writing revise better than those participating in traditional collaboration.7

My Library more from www.diigo.com - Not Cached - Edit - Delete - Share▼ Send to... Generate report... Get Annotated Link... Link to the meta page - Preview "Instead of investing in prepackaged software programs, many teachers are harnessing the technology they already have—such as webcams, audio recorders, blogs, and other Web 2.0 tools—to boost literacy in students.“With schools being so cash-strapped, we can’t go around and buy a new program all the time,” says Adina Sullivan, a 4th grade teacher at the 720-student San Marcos Elementary School in California. “You can go with something that you can find a lot easier at no cost and make it work for what you need, rather than [using pre-packaged software.]”Sullivan, who is a lead technology teacher at her school, works with English-language learners to help build vocabulary and fluency.“When you start with the learning standard and match the tool to the learning standard and then to the student’s level, it’s easier if [teachers] have more flexibility. Sometimes prepackaged materials can be a little limiting,” she says.For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students.“It gives them a mental image to connect to,” she says, “a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary.”Then the students can transition into a writing exercise, says Sullivan.Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to.Most students in her classroom do not have computers at home, but they do have DVD players, says Sullivan. And having a variety of student-teachers record the words makes students more adept at recognizing what they are.Sullivan also uses audiobooks in her classroom.“Hearing a model reader helps with the fluency and the comprehension,” she says.Recently, her class listened to the audiobook of James and the Giant Peach, and at the end of the unit, only two students did not pass the test—a vast improvement. When Sullivan gave her students a choice of reading their next book out loud or listening to the audiobook, they chose audio.Adina Sullivan, a 4th grade teacher at San Marcos Elementary School in San Marcos, Calif., uses iPods, digital voice recorders, PowerPoint presentations, and DVD reviews of classroom materials to help boost the reading skills of her students.—Melissa Golden_Digital DirectionsWebcams and PodcastsTimothy Frey, an assistant professor of special education, counseling, and student affairs at Kansas State University, has been researching how to use webcams to improve reading fluency and comprehension in elementary school students.Working with two elementary schools in Kansas, Frey observed 27 2nd through 4th graders over 16 weeks as they used webcams to see themselves reading and then he identified their mistakes.Within the first five weeks of the experiment, all of the grade levels made at least two fewer mistakes per minute.“New technologies are making amazing inroads into helping students overcome some of the challenges that have prevented people from keeping up with reading,

” says Frey. “The technology is just a tool that is engaging and allows [students] to do the instant playback.”Lisa Parisi, a 5th grade teacher in New York’s 4,000-student Herricks Union Free School District, on Long Island, and co-author of the forthcoming book Blogging in the Middle Years, places a major focus on her students’ reading skills.“The last two years I really looked at the data to see how the kids were doing using all of this technology, and in both the past two years, I ended the year with no children below grade level in reading,” she says. “I do think that technology has a very large part in that.”Parisi uses podcasting to help her students practice fluency.“One of the really neat things to do is have the kids edit their own podcasts,” she says. Then they can literally see the pauses or mistakes they made in the editing program and correct them.Parisi also uses blogs to engage her students in reading and writing.“They have contests to see who can get the most comments,” she says. And what most students have figured out is that the better their writing is, the more visitors and comments they receive.Authentic AudienceHooking her class up with students from other parts of the world also motivates her students to focus on their grammar and pronunciation, says Parisi, especially if the students they are working with are not native English-speakers.

“It just makes them work harder,” she says. The Internet allows her students to engage with an authentic audience, says Parisi, which motivates them to record podcasts or write blogs that are more polished than what they might create for just the teacher.Teaching students to read in an authentic context is a key part of being literate, says Jeffrey Wilhelm, a former middle and high school teacher who is now at Boise State University, where he does research on struggling readers.“Being literate has always meant the capacity to use a culture’s most powerful tools to create and communicate meanings,” he says. “If you’re not teaching with [technology], you’re not only not preparing the kids for the future, you’re not preparing them for the present moment.”Technology, such as the Internet and Web 2.0 tools, makes it easier for teachers to tap into students’ interests and personalize what they are reading, he says.For instance, during a unit about satire, Wilhelm had his students post jokes to a wiki. Afterward, the class read through the jokes and identified what made each one funny.“We were defining satire, pastiche, misdirection,” he says, and because it was in the context of funny jokes, the students were engaged.“Most of the technological [interventions] that I see are decontextualized,” he says, “but it’s only going to help [the student] comprehend better if [he or she] is inquiring about something [he or she] cares about.”Katie Van Sluys, a member of the Urbana, Ill.-based National Council of Teachers of English and an associate professor of literacy at DePaul University in Chicago, also believes that using technology to connect students with meaningful audiences and resources can promote important literacy skills.Using the Internet to go over the daily weather report with kindergartners, for example, or reading through current events with middle school students can engage children with authentic, personalized information, she says.And using technology also provides an opportunity to teach other kinds of literacies, such as digital and media literacy, says Van Sluys.“You have to be a savvy reader and consumer—perhaps even more so because of the types of information and the amount of information you can access,” she says. “You need to be able to say, ‘What does this mean for me? What does this mean for the world?’ That’s part of the reading curriculum.”Reading Products & ServicesAmerican Reading Co.Cambium Learning Group Inc.EarobicsMerit SoftwareRead Naturally Inc.Renaissance Learning Inc.Scholastic Inc.School Speciality Inc.Scientific Learning Corp.Waterford Institute‘Thoughtful’ and ‘Intentional’Internet resources can also help teachers in other content areas incorporate literacy lessons into their classrooms.For instance, Teachers’ Domain, an online repository of free media resources for teachers run by the Boston-based WGBH Educational Foundation, provides multimedia-rich science and social studies curricula infused with literacy lessons.“It’s really designed to give content teachers who do not necessarily know literacy strategies ... some simple guidelines on comprehension skills and building vocabulary,” says Carolyn Jacobs, the national accounts manager for Teachers’ Domain.The lessons include a glossary of terms, videos, interactive Flash activities, and text boxes for students to submit answers in.So far, there are about 15 lessons, with plans to create 25 more in 2011, says Jacobs.Technology can help “extend a teacher’s reach” says Gail Lovely, a former K-8 teacher who started her own company, Lovely and Associates, to help teachers integrate technology into curriculum. However, teachers need to be careful to integrate it thoughtfully and intentionally, she says.“My bias is that a caring adult will always read a book aloud better than a computer can,” she says. “We have to be thoughtful about where the technologies fit best.”Using VoiceThread, for instance—which allows users to create collaborative, multimedia slide shows with images, documents, and videos—is an innovative Web resource that can be used in a thoughtful way, says Lovely. And another Web resource, Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely.

“The technology is just a tool that is engaging and allows [students] to do the instant playback.”Lisa Parisi, a 5th grade teacher in New York’s 4,000-student Herricks Union Free School District, on Long Island, and co-author of the forthcoming book Blogging in the Middle Years, places a major focus on her students’ reading skills.“The last two years I really looked at the data to see how the kids were doing using all of this technology, and in both the past two years, I ended the year with no children below grade level in reading,” she says. “I do think that technology has a very large part in that.”Parisi uses podcasting to help her students practice fluency.“One of the really neat things to do is have the kids edit their own podcasts,” she says. Then they can literally see the pauses or mistakes they made in the editing program and correct them.Parisi also uses blogs to engage her students in reading and writing.“They have contests to see who can get the most comments,” she says. And what most students have figured out is that the better their writing is, the more visitors and comments they receive.Authentic AudienceHooking her class up with students from other parts of the world also motivates her students to focus on their grammar and pronunciation, says Parisi, especially if the students they are working with are not native English-speakers.

“It just makes them work harder,” she says. The Internet allows her students to engage with an authentic audience, says Parisi, which motivates them to record podcasts or write blogs that are more polished than what they might create for just the teacher.Teaching students to read in an authentic context is a key part of being literate, says Jeffrey Wilhelm, a former middle and high school teacher who is now at Boise State University, where he does research on struggling readers.“Being literate has always meant the capacity to use a culture’s most powerful tools to create and communicate meanings,” he says. “If you’re not teaching with [technology], you’re not only not preparing the kids for the future, you’re not preparing them for the present moment.”Technology, such as the Internet and Web 2.0 tools, makes it easier for teachers to tap into students’ interests and personalize what they are reading, he says.For instance, during a unit about satire, Wilhelm had his students post jokes to a wiki. Afterward, the class read through the jokes and identified what made each one funny.“We were defining satire, pastiche, misdirection,” he says, and because it was in the context of funny jokes, the students were engaged.“Most of the technological [interventions] that I see are decontextualized,” he says, “but it’s only going to help [the student] comprehend better if [he or she] is inquiring about something [he or she] cares about.”Katie Van Sluys, a member of the Urbana, Ill.-based National Council of Teachers of English and an associate professor of literacy at DePaul University in Chicago, also believes that using technology to connect students with meaningful audiences and resources can promote important literacy skills.Using the Internet to go over the daily weather report with kindergartners, for example, or reading through current events with middle school students can engage children with authentic, personalized information, she says.And using technology also provides an opportunity to teach other kinds of literacies, such as digital and media literacy, says Van Sluys.“You have to be a savvy reader and consumer—perhaps even more so because of the types of information and the amount of information you can access,” she says. “You need to be able to say, ‘What does this mean for me? What does this mean for the world?’ That’s part of the reading curriculum.”Reading Products & ServicesAmerican Reading Co.Cambium Learning Group Inc.EarobicsMerit SoftwareRead Naturally

Inc.Renaissance Learning Inc.Scholastic Inc.School Speciality Inc.Scientific Learning Corp.Waterford Institute‘Thoughtful’ and ‘Intentional’Internet resources can also help teachers in other content areas incorporate literacy lessons into their classrooms.For instance, Teachers’ Domain, an online repository of free media resources for teachers run by the Boston-based WGBH Educational Foundation, provides multimedia-rich science and social studies curricula infused with literacy lessons.“It’s really designed to give content teachers who do not necessarily know literacy strategies ... some simple guidelines on comprehension skills and building vocabulary,” says Carolyn Jacobs, the national accounts manager for Teachers’ Domain.The lessons include a glossary of terms, videos, interactive Flash activities, and text boxes for students to submit answers in.So far, there are about 15 lessons, with plans to create 25 more in 2011, says Jacobs.Technology can help “extend a teacher’s reach” says Gail Lovely, a former K-8 teacher who started her own company, Lovely and Associates, to help teachers integrate technology into curriculum. However, teachers need to be careful to integrate it thoughtfully and intentionally, she says.“My bias is that a caring adult will always read a book aloud better than a computer can,” she says. “We have to be thoughtful about where the technologies fit best.”Using VoiceThread, for instance—which allows users to create collaborative, multimedia slide shows with images, documents, and videos—is an innovative Web resource that can be used in a thoughtful way, says Lovely. And another Web resource, Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely.

Add Sticky Note | Remove “One of the cautions is that it’s not about doing the same thing with new tools. It’s about doing new things or difficult old things with tools that make it easier,” she says. “We want to use these tools in intentional ways to make a difference.”Vol. 04, Issue 02, Pages 22-24Related Stories “Pre-K Lessons Linked to TV Produce Gains in Literacy, Study Says,” October 14, 2009.Print Print Email EMail entry Bookmark and ShareLikeYou must be logged in to leave a comment. Login | Register5 commentsSort by:Report Abuse Score: 0teekso12:36 PM on February 10, 2011I use podcasts all the time, kids love them, plus I can easily send them to all my students through ebackpackReport Abuse Score: 0ATAdvocate2:40 PM on February 10, 2011Nicely done Katie! To support students with special needs, the Read:OutLoud accessible text reader can accommodate those who need content read aloud and Bookshare is a great resource to find digital accessible books for students with qualified print disabilities.Report Abuse Score: 0NikPeachey7:10 AM on February 11, 2011Hi KatieThanks for the well thought out article. I don't know about you, but I'm finding increasingly that the tools I'm using to help my students develop their digital skills and literacies are ones that weren't designed specifically for education, but are the kinds of tools native speakers use in their authentic interaction. I've created a short manual to help teachers use these. You can read it online for free at: Web 2.0 Tools for Teachershttp://www.scribd.com/doc/19576895/Web-20-Tools-for-TeachersI hpe this is usefulbestNik PeacheyReport Abuse Score: 0Madlon Laster3:09 PM on February 11,

2011During my twentieth-century career of four decades, I used an overhead projector for at least a quarter century. I liked being able to face the whole class all the time without turning to write on the "old" blackboard. Transparencies could be layered to develop images step by step, written on and cleaned off and stored to use again. You could write right on the glass and wipe it away to teach note-taking. You could give silhouette puppet shows with cut-out paper "puppets." It was versatility and dependability at the same time. www.madlonlaster.comReport Abuse Score: 0elburton4:51 PM on February 11, 2011I love the thought that a caring adult will always read a book aloud better than a computer can. Why are we placing computer programs in child's hands to be the teacher in learning to read when we expect the process to be interactive among an adult and child? It is disappointing that many times this is the case.There is no greater gift a parent can give to their child than to teach them.Erika Burton, Ph.D.Stepping Stones Together, FounderEmpowering parental involvement in early literacy programshttp://www.steppingstonestogether.com Ground Rules for PostingWe encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.All comments are public.Back to Top Back to TopConnect on Ning Education Week Digital Directions on Ning | Education Week Digital Directions on Twitter Education Week Digital Directions on Facebook Education Week on LinkedIn Education Week on Google+ All RSS feedsAccess selected articles, e-newsletters and more!EmailPasswordSend me Industry & Innovation e-newsletter (Monthly)By clicking "Register" you are agreeing to the Terms of Service and Privacy Policy.Education Week EventsSponsor Webinar Blended Learning & Your School Sponsor Webinar April 25, 2:00 p.m. Eastern Register now. Content

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Common myths about 21st-century literacies   Myth: 21st-century literacy is about technology only. Reality: Although technology is important to literacy in the new century, other dimensions of learning are essential. Studies of workforce readiness show that employers rate written and oral communication skills very highly, and collaboration, work ethic, critical thinking, and leadership all rank higher than proficiency in information technology. The Partnership for 21st-Century Skills advocates for core academic subjects, learning and innovation skill, and life and career skills, along with technology skills. Even a standardized measure like the iSkills Information and Communication Technology Literacy Test gives significant attention to organization, evaluation, critical thinking, and problem solving.8  Myth: The digital divide is closed because schools provide computer and Internet access. Reality: The digital divide — the gap in access to and quality of technology — still exists. In 2005, nearly 100% of public schools in the United States had access to the Internet, but student-to-computer ratios and access to broadband service vary widely across socioeconomic levels. Furthermore, available computers are often not used effectively or fully; the national average of students' school use of computers is 12 minutes per week.9  Myth: Teachers who use technology in their personal lives will use it in their classes. Reality: Research shows that teachers who use word processing, spreadsheets, presentation software, and Internet browsers at home do not bring that knowledge into the classroom. Furthermore, two-thirds of all teachers report feeling under-prepared to use technology in teaching, even if they use computers to plan lessons, access model lesson plans, and create activities.10  Myth: Teachers need to be experts in technology in order to use it effectively in instruction. Reality: Research shows that effective teachers collaborate with students to understand the information landscape and think about its use. Since success with technology depends largely upon critical thinking and reflection, even teachers with relatively little technological skill can provide useful instruction.11  Myth: Automatic Essay Scoring (AES) systems will soon replace human readers of student writing. Reality: Systems like ETS's Criterion, Pearson's Intelligent Essay Assessor (IEA), the College Board's ACCUPLACER and WritePlacerPlus, and ACT's Compass are all being used to provide immediate feedback or evaluate students' writing. However, the feedback they provide is generic and relatively limited, and these systems are confined to a narrow range of modes and topics.12

‘Thoughtful’ and ‘Intentional’ Internet resources can also help teachers in other content areas incorporate literacy lessons into their classrooms. For instance, Teachers’ Domain, an online repository of free media resources for teachers run by the Boston-based WGBH Educational Foundation, provides multimedia-rich science and social studies curricula infused with literacy lessons. “It’s really designed to give content teachers who do not necessarily know literacy strategies ... some simple guidelines on comprehension skills and building vocabulary,” says Carolyn Jacobs, the national accounts manager for Teachers’ Domain. The lessons include a glossary of terms, videos, interactive Flash activities, and text boxes for students to submit answers in. So far, there are about 15 lessons, with plans to create 25 more in 2011, says Jacobs. Technology can help “extend a teacher’s reach” says Gail Lovely, a former K-8 teacher who started her own company, Lovely and Associates, to help teachers integrate technology into curriculum. However, teachers need to be careful to integrate it thoughtfully and intentionally, she says.

“My bias is that a caring adult will always read a book aloud better than a computer can,” she says. “We have to be thoughtful about where the technologies fit best.” Using VoiceThread, for instance—which allows users to create collaborative, multimedia slide shows with images, documents, and videos—is an innovative Web resource that can be used in a thoughtful way, says Lovely. And another Web resource, Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely. “One of the cautions is that it’s not about doing the same thing with new tools. It’s about doing new things or difficult old things with tools that make it easier,” she says. “We want to use these tools in intentional ways to make a difference.” Vol. 04, Issue 02, Pages 22-24 Related Stories “Pre-K Lessons Linked to TV Produce Gains in Literacy, Study Says,” October 14, 2009. var iframe = null; var addthis_share = { url: story.getEncryptedURI(false, "bs", "SOC-SHR-GEN"), title: story.getTitle(false) } var addthis_config = { ui_508_compliant: true, data_track_clickback:true, ui_cobrand: 'www.edweek.org', services_exclude: 'email,print,printfriendly,twitter,tweetmeme,twitthis,facebook' }; function doAddThis() { story._WA('add it', 17); return addthis_sendto(); } Print Email Like Liked You must be logged in to leave a comment. Login | Register   Please wait while we process your request   Please wait while we retrieve the user's information Bio Your bio is currently empty. Now is a great time to fill in your profile. This profile is private. This profile is only shared with friends. This profile is under review. We were unable to request friendship with this user. We were una

NikPeachey 7:10 AM on February 11, 2011 This comment is hidden because you have chosen to ignore NikPeachey. Show DetailsHide Details Hi KatieThanks for the well thought out article. I don't know about you, but I'm finding increasingly that the tools I'm using to help my students develop their digital skills and literacies are ones that weren't designed specifically for education, but are the kinds of tools native speakers use in their authentic interaction. I've created a short manual to help teachers use these. You can read it online for free at: Web 2.0 Tools for Teachershttp://www.scribd.com/doc/19576895/Web-20-Tools-for-Teachers I hpe this is usefulbest

Nik Peachey 0 replies1 reply 0 replies1 reply Please wait while we perform your request. Abuse Reported Report Abuse   Score: 0 Name withheld Madlon Laster 3:09 PM on February 11, 2011 This comment is hidden because you have chosen to ignore Madlon Laster. Show DetailsHide Details During my twentieth-century career of four decades, I used an overhead projector for at least a quarter century. I liked being able to face the whole class all the time without turning to write on the "old" blackboard. Transparencies could be layered to develop images step by step, written on and cleaned off and stored to use again. You could write right on the glass and wipe it away to teach note-taking. You could give silhouette puppet shows with cut-out paper "puppets." It was versatility and dependability at the same time. www.madlonlaster.com 0 replies1 reply 0 replies1 reply Please wait while we perform your request. Abuse Reported Report Abuse   Score: 0 Name withheld elburton

I love the thought that a caring adult will always read a book aloud better than a computer can. Why are we placing computer programs in child's hands to be the teacher in learning to read when we expect the process to be interactive among an adult and child? It is disappointing that many times this is the case.There is no greater gift a parent can give to their child than to teach them.Erika Burton, Ph.D.Stepping Stones Together, FounderEmpowering parental involvement in early literacy programshttp://www.steppingstonestogether.com