Annotated Bibliography 1
Khalia Booth
Seminar and Research 1
Professor O’Connor-Petruso
October 18, 2010
Wiki #4: The Annotated Bibliography
Balajthy, E. (November 2007) Technology and Current Reading/Literacy Assessment
Strategies The Reading Teacher, 61(3), pp. 240-247 doi: 10.1598/RT.61.3.4—This
article discusses the various methods in which educators can assess a student’s literacy
skills through technological software, web-based record keeping and other assessment
related resources.
Barone, D. and Wright, T. E. (December 2008/January 2009) Literacy Instruction with
Digital and Media Technologies The Reading Teacher, 62(4) pp. 292-302
doi:10.1598/RT.62.4.2—This article examines the various ways an educator can
incorporate technology with literacy instruction. Focusing on a fourth grade classroom in
Nevada, the article shows how a one-to-one laptop program gets the students to create
literature responses through IM (Instant Messenger), blogging, and e-mail. The teacher in
this program has created a fully integrated reading/writing program using digital
technology and serves as a possible template for other teachers to use in their classrooms
with access to one-to-one laptop programs.
Blachowicz, C. L.; Bates, A.; Berne, J., Bridgman, T.; Chaney, J., and Perney, J. (2009)
Technology and At-Risk Young Readers and Their Classrooms Reading Psychology,
30, pgs. 387-411 doi: 10.1080/02702710902733576—This article is essentially a study
that focuses on at-risk students in the primary grades and how technology enhanced their
literacy instruction. The study examines how technology in the form of literacy
instruction helps to increase struggling readers’ literacy skills and their comfort level in
terms of reading books.
Britten, J.S. and Cassady, J.C. The Technology Integration Assessment Instrument:
Understanding Planned Use of Technology by Classroom Teachers (2005) Computers in
the Schools Vol. 22, No. 3/4, pp. 49-61 doi: 10.1300/J025v22n03_05—This article
discusses how classroom teachers can better integrate technology into their lesson plans.
Instead of creating lessons and assignments that call for simple Power-Point slides or
word processors (Type I technology), the teachers can take the technology one step
further. Teachers can create a Power-Point slide on the balanced food diet can include a
web-link that connects to the United States Department of Agriculture where there is a 3D food pyramid that students can interact with as part of their learning about the food
groups or even a lesson based game that also calls for student interaction. The type of
lesson that would include this level of student interaction with technology is one that
integrates Type II technology, the “one-step further” for education.
Annotated Bibliography 2
Chera, P.; Littleton, K.; Wood, C. (May 4, 2006) Interactions with Talking Books:
phonological awareness affects boys’ use of talking books Journal of Computer Assisted
Learning 22, pp. 382-390—This article focuses on a gendered examination of technology
and its effects upon struggling male readers. Working with a group of 5-6 year old boys,
the author uses computer based software as an intervention to examine whether the
“talking books” software helped the boys to attain greater phonological awareness in
terms of their literacy skills.
Korat, O. and Shamir, A. (October 25, 2006) Electronic Books versus adult readers:
Effects on children’s emergent literacy as a function of social class Journal of Computer
Assisted Learning (2007), 23, pp. 248-259 doi: 10.1111/j.1365-2279.2006.00213.x—
This article has a two-fold examination. The first examines young readers’ receptiveness
to literacy via electronic media and the second examines whether socio-economic-status
hinders or assists in a child’s receptiveness to technology as part of literacy instruction.
The results of this experiment would give the authors an idea of whether electronic media
can live up to its potential as an assistive device for reading instruction and whether
access to technology due to SES is a true factor in increasing literacy instruction through
technology.
Moallem, M., Kermani, H. and Chen, S. Handheld, Wireless Computers: Can they
improve learning and instruction? (2005) Computers in the Schools Vol. 22, No. ¾ ,
2005, pp. 93-106 doi: 10.1300/J025v22n03_08—This article examines how Handheld
Wireless Computers (HWCs) can have a possible effect upon learning. There is a focus
on a classroom in which students are given HWCs to complete an assignment and the
teacher uses the results of the assignment to assess where the students were in terms of
understanding the assignments. The results of this experiment revealed that students
welcomed the use of HWCs in their classroom, but would like the presence of the HWCs
better if the wireless internet access were faster. The teachers favored the presence of the
HWCs because they helped with differentiated instruction and aided with the greater
conceptulation with their lesson plans, but were reluctant to completely embrace them
due to the fact that the tech support would not always be present should the HWCs have
need of trouble-shooting, which slowed down the class rhythm.
Rhodes, J. A. and Milby, T. M. (November 2007) Teacher-Created Electronic Books:
Integrating Technology to Support Readers with Disabilities The Reading Teacher, 61
(3), pp. 255-259 doi: 10.1598/RT.61.3.6—This article focuses on the teachers who have
created their own electronic books to serve as assistive devices for their students with
disabilities. It shows how a teacher/student can create an e-book based on a student’s
retelling of a story, making a direct connection between literacy and technology. The
result of this e-book, is a class-based book that can be revisited by the students
throughout the year.
Sternberg, B.J., Kaplan, K. A., and Borck, J.E. Enhancing Adolescent Literacy
Achievement Through Integration of Technology in the Classroom
(July/August/September 2007) Reading Research Quarterly 42/3 pp. 416-420 doi:
Annotated Bibliography 3
10.1598/RRQ.42.3.6—The state of Connecticut is concerned about the literacy level of
struggling adolescent readers and the tantalizing possibilities of the use of technology to
aid in the students’ education. Recognizing that there is no “silver bullet” to help solve
the issue, the state has decided to focus on the usefulness of current and future
technologies. Online courses, IM/E-mail tools for communication regarding
classwork/lessons, artificial intelligence programs in which the student interacts and
receives feedback from the computer regarding progress on literacy and writing skills,
and for teachers, continual professional development that guides educators in navigating
the new technologies for their classrooms are the strategies that Connecticut is attempting
to implement to help literacy through technology.
Zucker, T.A., Moody, A.K., McKenna, M.C. (2009) The Effects of Electronic Books on
Pre-Kindergarten-to-Grade 5 Students’ Literacy and Language Outcomes: A Research
Synthesis J. Educational Computing Research, Vol. 40(1) 47-87—This is a research
paper that is used as an over-view of the various research/experimentation studies that
have been conducted over the years regarding elementary school-aged children and
electronic readers. The results of these studies vary, but the consistent view is that
children tend to score better with electronic readers when an adult/teacher is present with
them to help guide them in being able to properly use the technology to improve their
literacy skills.