CECRiga, Latvia

My mTech Journey: Ready! Set! Read! July 2010

Andrea Tovar, Ed.D.ASU Faculty Associate & Peoria Unified School District

Reading Specialist (K-3)

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Purpose of the InnovationPurpose of the Innovation

The purpose of my innovation was to describe the initiation of handheld, mTechnology as a tool to inform professional development and increase reading student achievement

(within a CoP framework) within an emerging Response to Intervention (RtI) process.

This study was guided by two significant concerns:

RQ1 -How do kindergarten teachers progress in their adoption of an assessment technology to assess student early literacy development?

RQ2 -How can the use of mTechnology inform the development of a K-2 RtI data-driven process?

This study was guided by two significant concerns:

RQ1 -How do kindergarten teachers progress in their adoption of an assessment technology to assess student early literacy development?

RQ2 -How can the use of mTechnology inform the development of a K-2 RtI data-driven process?

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Teacher Participants I, II & IIIFindings: RQ1

Teacher Participants I, II & IIIFindings: RQ1

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Sixteen Student ParticipantsFindings: RQ2

Sixteen Student ParticipantsFindings: RQ2

Progress monitoring graphs from Wireless Generation mClass: DIBELS

16 Kindergarten Student Participants

Progress monitoring graphs from Wireless Generation mClass: DIBELS

16 Kindergarten Student Participants

ABOVE AVERAGEABOVE AVERAGE

BELOWBELOW

AVERAGEAVERAGE

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Narrative Survey ResultsNarrative Survey Results

• “It [mTech] has allowed me to move into technology [progress] monitoring with ease.”

• “I witnessed the enthusiasm the students have towards technology and their fearlessness with its use.”

• “Testing was comfortable immediately for them [the students].”• “The greatest benefit was that I was able to assess my at-risk

students very quickly with no interruption to the rest of my class.”

• “When can we expand it [mTechnology] and use it for ALL students?”

• “It [mTech] has allowed me to move into technology [progress] monitoring with ease.”

• “I witnessed the enthusiasm the students have towards technology and their fearlessness with its use.”

• “Testing was comfortable immediately for them [the students].”• “The greatest benefit was that I was able to assess my at-risk

students very quickly with no interruption to the rest of my class.”

• “When can we expand it [mTechnology] and use it for ALL students?”

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Positive BenefitsPositive Benefits

• Increased awareness of community of practice (CoP) strategies.

• Increased knowledge in the use of technology as a teacher tool.

• Increased knowledge in DIBELS progress monitoring as an assessment tool to guide instruction.

• Increased strategies for differentiating reading instruction and intervention.

• Improved reading outcomes• Accurate & efficient collection and documentation for

implementing an emerging response to intervention (RtI) process.

• Increased awareness of community of practice (CoP) strategies.

• Increased knowledge in the use of technology as a teacher tool.

• Increased knowledge in DIBELS progress monitoring as an assessment tool to guide instruction.

• Increased strategies for differentiating reading instruction and intervention.

• Improved reading outcomes• Accurate & efficient collection and documentation for

implementing an emerging response to intervention (RtI) process.

Contact Information:

Andrea Tovar, Ed.D.

azreads@hotmail.com

atovar@peoriaud.k12.az.us

andrea.tovar@asu.edu

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