This book is essential for K(8 teachers, curriculum consultants, and supervisors trying to meet their students' needs in the 21st century. Emphasizing that instruction should drive technology and not vice versa, the book presents examples of classroom technology to help teachers support literacy goals. Also included are lesson plans for use with one of more computers in the classroom.
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Editorial Reviews
From the Back Cover
Linking Literacy and Technology: A Guide for K-8 Classrooms recognizes that for teachers responsible for literacy instruction, advances in technology offer a unique set of challenges and opportunities. Based on the idea that instruction should drive technology, and not vice versa, this book shares ideas, options, and opportunities for using technology in the classroom. Vignettes and examples of classroom uses of technology are presented throughout the book to highlight concepts and help teachers support literacy goals. The contributors offer lesson plans that can be used with one or more computers in the classroom or in computer labs. Each lesson plan includes objectives, materials, activities, and assessments that teachers can adapt easily for use in their classrooms.
Section 1 of the book addresses the questions of why instructional technology should be used to support literacy learning and how a teacher can begin to use it. Section 2 offers ideas for using instructional technology to support skill development, and content area learning. Section 3 explores ways in which instructional technology can be integrated in the literacy curriculum and offers strategies for meeting the challenges of integrating technology in the future. Underlying the uses for technology presented in the book is the authors' conviction that students need to be active seekers of knowledge and must construct for themselves the meaning of what they learn.
Linking Literacy and Technology is an essential resource for reading teachers, preservice and inservice teachers, curriculum consultants, and curriculum supervisors whose goal is to use technology to help children develop and use literacy for content area learning in the K-8 classroom.
About the Author
Shelley B. Wepner is Associate Dean, School of Human Service Professions; Director, Center for Education; and Professor of Education at Widener University, Chester, Pennsylvania, USA.
William J. Valmont is Director of Technology for the College of Education, and Professor of Language, Reading, and Culture at The University of Arizona, Tucson, Arizona, USA.
Richard Thurlow is Assistant Professor of Education and Coordinator of Technology, Center for Education, at Widener University, Chester, Pennsylvania, USA.
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4.0 out of 5 stars
A teacher's review,
This review is from: Linking Literacy and Technology: A Guide for K-8 Classrooms (Paperback)
I was interested in reading a book that connected literacy with technology. I feel parts of being literate in society today being able to use technology. This book was published in 2000, and going into reading it I knew that there would be some outdated information. But, besides some of the resources they recommend being older they offer a lot of great advice to teachers. The authors want teachers to use technology in connection to literacy so, our students can be successful in today's changing world. Reading things on line is different then reading a book. On-line there are links and and other sites that can connect to what the text is about. It is so true that computers can help teachers differentiate instruction so that each student can be reading on their level. The books classifies readers into three levels, emergent, developing, and independent. Many times teachers have all three in a classroom but they are the only adult. This book offers great ways to have the students reading at their own level and manage the classroom because chances are there are not computers for every student.
Today's children are growing up in a digital age however not all children have access to a computer at home. School is the place where they can get experience using one as well as developing as a reader and writer. The authors encourage teachers to reflect and research before they decide what technology they want to use in their classroom. There are three basic types of literacy software, they are drill/practice, tutorial, and learning games. I feel today there is one more that can be added, and this is virtual simulations. This is where a student can really do something on line , like drive a car or dissect a pig and read about it. This book does a great job making suggestions of software that will help with student's vocabulary development, phonemic awareness, and spelling. They also provide teacher's with checklists that they can use when looking into software. There are also many different digital books and learning adventures that incorporate comprehension into the software. The ideas they provided were great, but from my research today there are so many more things out there that can be used to connect literacy and technology. The other part of literacy besides reading is writing. The authors strongly believe like we teach kids handwriting we should also teach them keyboarding skills. Keyboarding is the basics of writing on a computer. Even today for any papers or thing I write I typically write on a computer. Besides a Word Processor there are a lot of other programs that support writing. Inspiration or Kidspration assist with the pre-writing stage. Using Storybook Weaver kids are able to write and illustrate their own story. The role of educators will change, but this book encourages teachers to change with the technology and learn how to be come facilitator of it. We need to teach students how to use this because it is their future.
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