on June 8, 2007
"Integrating Literacy And Technology: Effective Practice For Grades K-6" is the collaborative project of literacy education researchers and consultants Susan Watts Taffe (a former special education teacher and reading diagnostician) and Carolyn B. Gwinn (who is currently an elementary curriculum specialist for one of the largest school districts in Minnesota). Specifically organized and designed for maximum accessible for elementary school classroom teachers for whom in-service training time is a premium, "Integrating Literacy And Technology" will enable an teacher in grades K to 6 through a step-by-step instructional process involving ongoing cycles of planning, teaching, and assessment in a technology-rich environment that includes the utilization of the internet, reading and writing software, and more to teach core literacy skills to their students, as well as help those children to develop new reading and communication competencies for the digital age. Enhanced with a wealth of specific tools and tips to support professional development, and also available in a hardcover format, "Integrating Literacy And Technology" is a welcome and invaluable addition to any teacher in-service training curriculum in the field of literacy education.
on April 30, 2011
The authors are quite candid about the vulnerability associated with learning emerging technologies. They note, "the integration of technology into the literacy curriculum presents a new challenge to teachers at all levels" (p. 112). They go on to cite scholars who confirm this ongoing reality. Ignoring the fact that digital communication and information technologies are means by which business is conducted in the early 21st century is not solution. Confronting the challenge by being a life-long learner is the desired alternative.
Chapter 7 advocates a proactive approach in viewing teachers as change-agents who create rather than respond to technical innovations. In that light they talk about attributes, attitudes, and actions necessary to bring about position literacy-technology integration. Considering that not all change can be anticipated, they write, "is is more important to serve the goal than to stick with the plan" (p. 94).
Like Nesbit, who wrote of high tech/high touch in the 1980s, Taffe and Gwinn emphasize the importance of staying connected with other people. This includes experts in technology, content, peers, students, and parents."We cannot overstate that the most important resources for students as they navigate technology in the curriculum are their teachers" (p. 55). For the teachers to remind viable human resources, they must be connected with other people.
Throughout this book reflection is encouraged. Teachers are encouraged to keep anecdotal logs to record insights they gain on the learning journey. Assessment is covered as well. The authors explain how assessment can be an ongoing part of the pedagogical process. Teaching can be adapted in this flexible approach so that more students can attain more meaning as the work moves forward.