Day+1

=Day 1: Background and Current Research on Integrating Technology in K-2 Literacy Instruction=

Each day is divided into two sessions - one in the morning, and one in the afternoon. Below is a brief overview of the day. Click on the documents for in-depth lesson plans of each session.


 * Morning:**



This session will begin with an activity in which teachers respond to statements about their understanding of instructional technology, how they use technology in their classroom, and gauge their thinking about how technology can/should be integrated into literacy instruction. Teachers will learn about why it is necessary for 21st century learners to integrate technology into their instruction. The workshop will conclude with giving participants a chance to share their experiences thus far in their careers with integrating technology. Teachers will explain the technology they have/use in their classrooms, challenges they have faced with technology, and how they would like to integrate technology into their teaching. They will make a list of questions that they would like to answer and/or explore further throughout the training.

**Afternoon:**



This afternoon we will start by creating a list of the technology resources we have in our classrooms, adding more detail than this morning (rather than saying “I have a computer,” tell us what you do on the computers – search the internet, stream videos, etc.). We will talk about the components of our literacy block – read aloud, independent reading, guided reading, word study (phonics), and writing. Teachers will share how they currently set up their literacy block. Since there may be some new teachers, they will be paired with veteran teachers to start thinking about how they will use their 120 minute literacy block.The session will continue with sharing research on how technology has been integrated into literacy instruction. Teachers will work in groups and read articles about how teachers have used technology to enhance their literacy teaching. Groups will share their article and the discussion they had about it with the group. The session will conclude with an overview of the rest of the sessions (interactive white boards, iPads, online resources, follow-up/assessment analysis).


 * Research Articles: **

Larson, L. (2010). Digital readers: the next chapter in E-book reading and response. //Reading teacher, 64//(1), 15-22. DOI: 10.1598/RT.64.1.2

Beschorner, B., Hutchison, A. & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy instruction. //Reading teacher, 66//(1), 15-23. DOI: 10.1002/TRTR.01090

Banister, S. (2008). Web 2.0 tools in the reading classroom: teachers exploring literacy in the 21st century. //International journal of technology in teaching and learning, 4//(2), 109-116. Retrieved from [|http://www.sicet.org]

Cammack, D., Kara-Soteriou, J,, Kinzer, C., Labbo, L.D., Leu, D.J., Sanny, H. & Teale, W.H. (2003). Teacher wisdom stories: cautions and recommendations for using computer-related technologies for literacy instruction. //Reading Teacher//. Retrieved from []

Solvie, P.A. (2004). The digital whiteboard: a tool in early literacy instruction. //Reading Teacher//. Retrieved from []