Integrating Technology Into
Primary Literacy Instruction
Presenter: Teri Brooks, Governor’s Teacher
Network
District: Charlotte Mecklenburg Schools
Elementary
Internet Log in information
Link to your presentation
School: Davidson
What is the Governor’s Teacher
Network?
• A talented group of 450 outstanding teachers were selected
from 1400 applicants for 2014-15.
• Teachers identify instructional needs, create innovative digital
instructional resources and design professional development
to support key Race to the Top initiatives in Home Base.
• Network Teachers continue their current educator roles in their
schools and districts and serve in one of two pathways.
Governor’s Teacher Network
Pathway 1
Pathway 1 Teachers: Professional Development
• Identify problems of practice around instructional
needs and conduct action research projects in their
schools.
• Investigate and analyze the effectiveness of strategies
and practices on student learning.
• Create professional development sessions and
materials to be posted in Schoolnet and the
Professional Development System in Home Base.
What is Action Research?
Classroom and school research conducted by teachers to:
• Positively impact student outcomes
• Identify and promote effective instructional
practices
• Create opportunities for teachers to become reflective
practitioners
• Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Scope of Work
•What is the problem of practice addressed?
•Why is this important?
•Who would benefit from these resources?
•How will this benefit students and teachers?
What is the problem of practice addressed?
Many primary classrooms are filled with
children who come to school with a deficit in "life"
experiences, language abilities, and pre-reading
and/or math skills. Coupled with the growing
needs of primary students is the increase in high
stakes testing and the reduction of teacher
assistant allocations.
Why is this important?
We know that there is no substitute for a full-time, qualified
teacher's assistant in every Kindergarten and First Grade
classroom. In a perfect world each classroom would have the
help needed to ensure success for each student. Often this is
not the case and primary teachers need assistance to meet the
needs of their students. Integrating technology in primary
classrooms can support teachers as they work with young
students who need one-on-one instruction. The iPad provides
many quality apps and access to programs that can provide
feedback to both the student and the teacher, mimicking the
one-to-one tutoring that is often provided by a teaching
assistant. The purpose of this study is to determine the
impact of technology on increasing student engagement,
stamina, and achievement.
Who would benefit from these
resources?
* primary classroom teachers
* primary students
* academic facilitators
* professional development trainers
* administrators
* local school and district level decision
makers
How will this research benefit
students and teachers?
Providing evidence that integrating
technology into primary literacy
instruction can increase student
engagement/learning may encourage
primary teachers to integrate
technology into their classrooms to
increase student achievement.
Can integrating technology into
primary reading and writing
workshops
increase student engagement,
stamina, and achievement?
Action Research Plan
Research Findings
Problems of Practice
"Table Talk"
•What types of technology are used in the
elementary schools in your district and how are
they used?
•Do you have concerns as more technology is used
in the elementary school setting? Concerns about
implementation? Concerns about professional
development?
•Can integrating technology into primary reading
instruction increase student engagement, stamina,
and achievement?
Knowmia presentation link
References
Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle grade
student perspectives on school, technologies, and academic engagement. Journal of
Research on Technology in Education, 40(4), 497-515
Gibson, Jr., Lenwood, Cartledge, Gwendolyn, Keyes, Starr E. (2011). A preliminary
investigation of supplemental computer-assisted reading instruction on the oral reading
fluency and comprehension of first-grade African American urban students. Journal of
Behavior Education, (2011) 20:260-282 DOI. 10.1007/s 10864-011 - 9136-7.
Boeglin-Quintana, Brenda; Donovan, Loretta (2013). Storytime Using iPods: Using
Technology to Reach All Learners. Tech Trends: Linking Research to Improve Learning.
Nov 2013, Vol 57 Issue 6, p.49-56
Quigley, Donna (2011). Internet and independent e-learning of school age children in
Thailand (one study). U.S.-China Education Review A6 (2011) 749-755
Kim, Paul; Hagashi, Teresita; Carillo, Laura; Gonzales, Irins; Makany, Tamas; Lee,
Bommi; Garate, Alberto (2010). Socioeconomic strata mobile technology and education:
a comparative analysis. Education Technology Research Development (2011) 59: 465486 DOI 10.007/s 11523-9172-3
Cviko, Amina; McKenney, Susan; Voogt, Joke (2012). teachers enacting a technologyrich curriculum for emergent literacy. Educational Technology Research and
Development, Feb 2012, Vol60 Issue 1, p31-54 24p.
Activity
•iPad users - download one of the following free
apps: Puppet Pals, Poplet, ChatterKids, or
Padlet.
• Laptop users - go to Symbaloo and type in DES
Tigers Rock! Click on tiles to explore resources.
•All - go to your local library website and click on
the Tumblebooks link to explore these FREE
eBooks.
Discussion
How is Schoolnet used?
Research results will be housed on
Schoolnet and on the GTN wiki.
Questions
•Questions?
Feedback
Insert link to
feedback form to
evaluate
effectiveness of
presentation.
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Conclusion of Presentation
•Thank you for your participation.
Contact Information:
Name: Teri Brooks
School/District: Davidson Elementary/CMS
Phone: 980-343-3900
Email: t.brooks@cms.k12.nc.us
Website:
http://teribrooks.cmswiki.wikispaces.net