Engaging EL Engaging EL Student Student

Writers with Writers with TechnologyTechnology

Dana L. Grisham, Ph.D.Dana L. Grisham, Ph.D.National UniversityNational University

ACOE 6th Annual English Learner Conference,Hayward, CA

January 26, 2013

The CCCSSThe CCCSS

Common Core State Standards (CCSS, 2010) Common Core State Standards (CCSS, 2010) adopted by the State of California (California adopted by the State of California (California Common Core State Standards or CCCSS)Common Core State Standards or CCCSS)

A call for the integration of language arts A call for the integration of language arts (reading, writing, listening, and speaking) into all (reading, writing, listening, and speaking) into all disciplinary areasdisciplinary areas

A call for the integration of technology into A call for the integration of technology into teachingteaching

A call for greater text complexity and more A call for greater text complexity and more independent readingindependent reading

The MillenialsThe Millenials

What is unique about the 21What is unique about the 21stst century century student is that they exercise all their student is that they exercise all their learning modalities [verbal, learning modalities [verbal, kinesthetic, visual, and aural] by kinesthetic, visual, and aural] by using and playing with technology. using and playing with technology. Technology extrinsically and Technology extrinsically and intrinsically engages these students intrinsically engages these students (Grisham & Wolsey, 2012; Grisham & (Grisham & Wolsey, 2012; Grisham & Smetana, in press)Smetana, in press)

Generational Generational DifferencesDifferences

Millennials (Born after 1982)Millennials (Born after 1982)

Students in grades 6-12 today were Students in grades 6-12 today were born after 1995born after 1995

They have always worked on They have always worked on computerscomputers

They almost always have cell phones They almost always have cell phones and iPodsand iPods

An ExampleAn Example Sarah and I go home and she calls me on the Sarah and I go home and she calls me on the

phone when she’s ready to log on. We keep the phone when she’s ready to log on. We keep the phone conversations going while we log on and phone conversations going while we log on and decide where to go. We’re always on the talker, decide where to go. We’re always on the talker, but sometimes we go idle to visit other places. I but sometimes we go idle to visit other places. I keep telling dad I need a bigger monitor, keep telling dad I need a bigger monitor, because I wind up with so many windows open because I wind up with so many windows open that I can’t always follow what’s going on in that I can’t always follow what’s going on in each one. Then we do about six different things each one. Then we do about six different things at the same time. We’ll have my talker open, our at the same time. We’ll have my talker open, our ICQ on, we’ll have the role-playing MOO we just ICQ on, we’ll have the role-playing MOO we just joined open, we have our homework open (which joined open, we have our homework open (which I’m pleased to report we both get done at the I’m pleased to report we both get done at the end of the night and its soooo much more fun end of the night and its soooo much more fun doing it this way!), we have the palace open, we doing it this way!), we have the palace open, we have our own private conversation windows have our own private conversation windows open for different friends, and we have our open for different friends, and we have our phone conversations going on at the same time phone conversations going on at the same time (Thomas, 2007, p. 167).(Thomas, 2007, p. 167).

Some StatisticsSome Statistics

93% of the adolescents surveyed (ages 12-17) used the 93% of the adolescents surveyed (ages 12-17) used the Internet for social interactions—such as blogging, Internet for social interactions—such as blogging, webpages (for either school or social uses), sharing webpages (for either school or social uses), sharing artwork, photos, stories, and videos as original content, artwork, photos, stories, and videos as original content, and and ““remixingremixing”” online content to create new texts. online content to create new texts.

However, there are access problems for students that need However, there are access problems for students that need to be addressed in schools (Grisham & Wolsey, 2006).to be addressed in schools (Grisham & Wolsey, 2006).

Technology is an important Technology is an important part of the solutionpart of the solution

To teaching words and strategiesTo teaching words and strategies To increasing volume of readingTo increasing volume of reading To developing an interest in wordsTo developing an interest in words

New Tools for New Times!New Tools for New Times!

Why Technology?Why Technology?CAST’s Universal Design for Learning

approach calls for the following: “Multiple means of representation, to give learners

various ways of acquiring information and knowledge,

Multiple means of expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation” http://www.cast.org/research/udl/index.html

Writing InstructionWriting Instruction

The Neglected “R” (National Commission on The Neglected “R” (National Commission on Writing, 2003)Writing, 2003)

Teachers often do not feel prepared to teach writingTeachers often do not feel prepared to teach writing

Teacher preparation programs focus more on Teacher preparation programs focus more on reading instruction than writing instructionreading instruction than writing instruction

Writing becomes a “week” (Monday—prewriting; Writing becomes a “week” (Monday—prewriting; Tuesday—drafting; Wednesday—revision; ThursdayTuesday—drafting; Wednesday—revision; Thursday—editing; Friday—publishing)—editing; Friday—publishing)

Lack of technology resources and support for Lack of technology resources and support for teachers to integrate technology into their teachers to integrate technology into their classrooms in a high accountability environmentclassrooms in a high accountability environment

NAEPNAEP

National Assessment of Educational National Assessment of Educational Progress (2011) is the first to integrate Progress (2011) is the first to integrate technology into writing (technology into writing (LiteracyBeat))

Gaps continue to exist among ethnic groups Gaps continue to exist among ethnic groups (as does a gender gap)(as does a gender gap)

NAEPNAEP

NAEPNAEP

Driving QuestionsDriving Questions

What can we do to improve the writing What can we do to improve the writing scores of over 5 million Spanish-speaking scores of over 5 million Spanish-speaking English Learners?English Learners?

What can we do to improve the motivation What can we do to improve the motivation and self-efficacy of these students?and self-efficacy of these students?

What can we do to integrate meaningful What can we do to integrate meaningful technology into our teaching?technology into our teaching?

DefinitionsDefinitions

CompositionComposition may be defined generally as “the action of may be defined generally as “the action of putting things together: formation or construction” putting things together: formation or construction” (Google, 2012). Another website (Google, 2012). Another website (http://grammar.about.com/od/tz/g/writingterm.htm) ) defines composition as, “The nature of something’s defines composition as, “The nature of something’s ingredients or constituents; the way in which a whole or ingredients or constituents; the way in which a whole or mixture is made up.” We like these definitions because, mixture is made up.” We like these definitions because, although they are general, they focus on building and although they are general, they focus on building and generating an end product.generating an end product.

WritingWriting is defined as “a system of graphic symbols that is defined as “a system of graphic symbols that can be used to convey meaning can be used to convey meaning ( (http://grammar.about.com/od/tz/g/writingterm.htm).).

Multimodal textsMultimodal texts exceed the alphabetic and may include exceed the alphabetic and may include still and moving images, animations, color, words, music still and moving images, animations, color, words, music and sound and consist of web pages, films, and and sound and consist of web pages, films, and podcasts in addition to print-image hybrids (Selfe & podcasts in addition to print-image hybrids (Selfe & Takayoshi, 2008). Takayoshi, 2008).

TPACKTPACK

Mishra & Koehler, 2006

Provides a framework for planning to use a technological tool for a learning outcome.

A Study of Teacher A Study of Teacher CandidatesCandidates

Grisham & Smetana (in press) conducted a Grisham & Smetana (in press) conducted a study with 21 preservice teacher candidates study with 21 preservice teacher candidates in general and special education.in general and special education.

TCs planned and taught a “generative” TCs planned and taught a “generative” technology lesson as part of the coursetechnology lesson as part of the course

TCs integrated technology into their TCs integrated technology into their teaching in a way that addressed real teaching in a way that addressed real students in real K-12 classroomsstudents in real K-12 classrooms

Tools were suggested, but TCs could use Tools were suggested, but TCs could use others they heard of or foundothers they heard of or found

Findings from the Findings from the StudyStudy

Scaffolding TC thinking through a proposal Scaffolding TC thinking through a proposal process with instructor feedback helped TCs to process with instructor feedback helped TCs to think and plan with techthink and plan with tech

TCs showed remarkable diversity in their choices TCs showed remarkable diversity in their choices of tech tools and integration into their teachingof tech tools and integration into their teaching

TCs initially found TPACK “too abstract” but their TCs initially found TPACK “too abstract” but their choices revealed that they actually used the choices revealed that they actually used the framework and matched the technology to their framework and matched the technology to their teaching objectives.teaching objectives.

Lessons were primarily generative in nature, but a Lessons were primarily generative in nature, but a few were teacher directed/structuredfew were teacher directed/structured

Examples of Examples of Generative TechGenerative Tech

““Lila” and “Neta” taught 4-6Lila” and “Neta” taught 4-6thth graders at elementary graders at elementary levellevel

Learning to write an expository essay by means of a blogLearning to write an expository essay by means of a blog

They used Wordpress (They used Wordpress (http://wordpress.org) to construct ) to construct the blog and Step Up to Writing (Cambium Learning the blog and Step Up to Writing (Cambium Learning Group) for the writing curriculumGroup) for the writing curriculum

They used YouTube videos to introduce two topics and They used YouTube videos to introduce two topics and another software (Text2Map) to organize students’ another software (Text2Map) to organize students’ thoughts into digital formatthoughts into digital format

TCs demonstrated that students successfully completed TCs demonstrated that students successfully completed the project and were “engaged” by the technology and the project and were “engaged” by the technology and “21“21stst Century Skills” Century Skills”

Example 2 Example 2

““Elana” used a more teacher directed project with Elana” used a more teacher directed project with Prezi Prezi (http://prezi.com) in her Special Day Class to ) in her Special Day Class to teach phonemic awareness and phonicsteach phonemic awareness and phonics

Wanted software that was “interesting, but not too Wanted software that was “interesting, but not too distracting” and to take old lessons and make them distracting” and to take old lessons and make them new and excitingnew and exciting

Scanned Zoo Phonics picture cards and inserted into Scanned Zoo Phonics picture cards and inserted into PreziPrezi

Projected Prezi onto whiteboard and students chanted Projected Prezi onto whiteboard and students chanted sounds and made appropriate body movementssounds and made appropriate body movements

Elana now plans to add sight words to the PreziElana now plans to add sight words to the Prezi

Example 3Example 3

““Avram” taught 8Avram” taught 8thth grade and sought to engage grade and sought to engage a group of disaffected English Learners, all boysa group of disaffected English Learners, all boys

The pullout students developed the “Flamingo The pullout students developed the “Flamingo Writers Workshop” with their teacher, creating a Writers Workshop” with their teacher, creating a website on Weebly (website on Weebly (http://www.weebly.com))

They drew parallel between writers workshop They drew parallel between writers workshop and website construction:and website construction: Prewriting, Organizing, Writing, Editing, and Prewriting, Organizing, Writing, Editing, and

Revising (POWER)Revising (POWER) Plan, Design, Create, Register, Inspect, and PublishPlan, Design, Create, Register, Inspect, and Publish

Technology made the project engaging and Technology made the project engaging and increased student self-efficacyincreased student self-efficacy

TC “Take Aways” 1TC “Take Aways” 1

Lesson reflections indicate that TCs often became Lesson reflections indicate that TCs often became more positive in attitude toward technology more positive in attitude toward technology integration integration one “technophobe” changed substantially, stating one “technophobe” changed substantially, stating

that the assignment “has certainly helped me that the assignment “has certainly helped me understand that students need the enrichment and understand that students need the enrichment and engagement that technology can provide.” engagement that technology can provide.”

Another student stated, “Technology made Another student stated, “Technology made everything we did more engaging to the students.” everything we did more engaging to the students.”

““This project was a great help in getting our This project was a great help in getting our students to practice writing and use new elements students to practice writing and use new elements in their writing in a fun and developmentally in their writing in a fun and developmentally appropriate way.” appropriate way.”

TC “Take Aways” 2TC “Take Aways” 2

TCs described the deep engagement of low SES TCs described the deep engagement of low SES students, English Learners, Special Education students, English Learners, Special Education students, many of whom have poor academic self-students, many of whom have poor academic self-images and may resist school or act out. images and may resist school or act out.

The “learned helplessness” exhibited by some The “learned helplessness” exhibited by some students disappeared as they felt empowered by students disappeared as they felt empowered by technology. technology. ““Monte” noted, “The learned helplessness that I Monte” noted, “The learned helplessness that I

sometimes encounter with some students in the sometimes encounter with some students in the classroom was nonexistent in the computer lab.” classroom was nonexistent in the computer lab.”

““Jenny” stated, “I observed an increase in individual Jenny” stated, “I observed an increase in individual creativity and a surge of verbal communication creativity and a surge of verbal communication between students” as they worked with the between students” as they worked with the technology technology

TC “Take Aways” 3TC “Take Aways” 3

Technology integration required time and K-Technology integration required time and K-12 students required time for exploration of 12 students required time for exploration of the toolthe tool ““Carlos” shared, “I forgot that giving the Carlos” shared, “I forgot that giving the

student new technology was just like giving a student new technology was just like giving a student math group linking cubes. I needed student math group linking cubes. I needed to provide a time for play and exploration to provide a time for play and exploration before using the cubes in a lesson. Once I got before using the cubes in a lesson. Once I got on board with the students and allowed on board with the students and allowed ‘playtime’, our projects progressed well.”‘playtime’, our projects progressed well.”

ImplicationsImplications

We need support for 21We need support for 21stst Century Learning tools and Century Learning tools and technology integration (funding, technical help, technology integration (funding, technical help, TIME)TIME)

We need to embrace the need for technology We need to embrace the need for technology integration and what it will do to help our studentsintegration and what it will do to help our students

We don’t need to do all of it, but we do need to start. We don’t need to do all of it, but we do need to start. Try one new tool integrated into a lesson this year!Try one new tool integrated into a lesson this year!

We need to find “spaces” for this despite program We need to find “spaces” for this despite program improvement, pacing guides, and directed curriculaimprovement, pacing guides, and directed curricula

Our students NEED this because this is what Our students NEED this because this is what motivates themmotivates them

Multimedia Retelling

Martina, the Martina, the Beautiful Cockroach: Beautiful Cockroach: A Cuban FolktaleA Cuban Folktale by Carmen Agra by Carmen Agra

DeedyDeedy Illustrated by Illustrated by

Michael AustinMichael Austin

Garage Band Garage Band recordings of recordings of character’s retellingcharacter’s retelling

PowerPoint bookPowerPoint book

Dana Grisham and Linda Smetana with 7 gr 3-5 children

Abuela

Martina’s Cuban grandmother, Abuela, tells her to test a suitor’s real nature by pouring coffee on his shoes.

“Josephine” talks about how Abuela gives good advice to Martina.

Keys to success

Read and discussed story beforehandRead and discussed story beforehand

Children chose their character Children chose their character

Gave a partial retelling (not the whole thing)Gave a partial retelling (not the whole thing)

Used book illustrations to guide retellingUsed book illustrations to guide retelling

Adult recorded with garage band and created Adult recorded with garage band and created PowerPoint book (scanned images, inserted PowerPoint book (scanned images, inserted sounds, text)sounds, text)

Resulted in tangible product that was shared Resulted in tangible product that was shared digitally and in printdigitally and in print

For those For those transitions….FREE RICEtransitions….FREE RICE

http://freerice.com/#/english-vocabulary/1401

Practice with ToolsPractice with Tools

VoiceThread VoiceThread http://www.voicethread.com..

Animoto Animoto http://www.animoto.com/education

ComicCreator ComicCreator http://www.readwritethink.org/files/resources/interactives/comic/index.html

Edmodo Edmodo http://www.edmodo.com

Glogster Glogster http://www.glogster.comhttp://www.glogster.com

Prezi Prezi http://www.prezi.comhttp://www.prezi.com

Popplet Popplet http://popplet.comhttp://popplet.com

Practice with ToolsPractice with Tools

Slidepoint Slidepoint http://www.slidepoint.nethttp://www.slidepoint.net

Storybird Storybird http://storybird.comhttp://storybird.com

Strip Designer Strip Designer http://itunes.apple.com/gb/app/strip-http://itunes.apple.com/gb/app/strip-designer/id314780738?mt=8designer/id314780738?mt=8

Stripcreator Stripcreator http://stripcreator.comhttp://stripcreator.com

Screencast Screencast http://screencast.comhttp://screencast.com

Screencast-o-matic Screencast-o-matic http://screencast-o-matic.comhttp://screencast-o-matic.com

Cool Tools for Schools Cool Tools for Schools http://wwwcooltoolsforschools.wikispaces.com/Presenhttp://wwwcooltoolsforschools.wikispaces.com/Presentations+Toolstations+Tools

Toontastic Toontastic http://launchpadtoys.com/toontastic/http://launchpadtoys.com/toontastic/

DirectionsDirections

With a partner, choose one tool and explore With a partner, choose one tool and explore it for the next 10 minutes.it for the next 10 minutes. How do you download? How do you download? How easy is it to navigate?How easy is it to navigate? What do you envision you might do with it? What do you envision you might do with it?

(Think TPACK)(Think TPACK) Be prepared to talk about it to the whole Be prepared to talk about it to the whole

groupgroup

Additional ResourcesAdditional Resources

TextProject http://textproject.orgTextProject http://textproject.org

For Our Students: For Our Students: Customization and ChoiceCustomization and Choice

ContactContact

Dana L. GrishamDana L. Grisham

dana.grisham@gmail.comdana.grisham@gmail.com