Technology in Literacy: Teacher Wisdom Stories: Cautions and Recommendations for UsingComputer-Related Technologies for Literacy InstructionAuthor(s): Linda D. Labbo, Donald J. Leu, Jr., Charles Kinzer, William H. Teale, DanaCammack, Julia Kara-Soteriou and Ruby SannySource: The Reading Teacher, Vol. 57, No. 3 (Nov., 2003), pp. 300-304Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20205362 .

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^ecl\no\ogy in

Literacy

Teacher wisdom stories: Cautions and 0 ?

recommendations for using computer-related technologies for literacy instruction

Linda D. Labbo, Donald J. Leu, Jr., Charles Kinzer, William H. Teale, Dana Cammack, Julia Kara-Soteriou, Ruby Sanny

One thing we have come to appreciate during the

years we've spent as educators is the value of what

we call teacher wisdom stories. Teacher wisdom

stories are reflective, insightful, and informative

statements that offer advice about effective class

room teaching and learning. They may take many

forms, from a concisely worded statement to a

lengthy narrative. For example, as teachers eat

lunch they frequently share stories about things that

work or don't work in their classrooms. Some of

the most valuable teacher wisdom stories are about

solutions to problems that teachers have discovered

during struggles to implement new instructional

approaches. Whatever form or forum such stories

take, they all share a common characteristic?the

power to enrich the fortunate listeners with rare in

sights that may inform or even transform their

pedagogy. The purpose of this month's column is to share

teacher wisdom stories and advice about how to ef

fectively use classroom computers for literacy in

struction. We believe this is a timely topic; recent

statistics indicate that teachers want and need to learn

how to use classroom computers more effectively. For example, student access to Internet-connected

computers (as indicated by student-to-computer

ratios) improved from 20 students per computer in

1998 to 5.6 students per computer in 2002 (Ansell & Park, 2003). Computers are readily available in

U.S. schools. However, at least 50% of veteran and

new teachers identify themselves as educational tech

nology novices, and only 42% of new teachers re

cently stated that they feel well prepared to use

computers instructionally (Office of Social &

Economie Data Analysis, 2003). Thus, both veteran

and new teachers need wisdom from expert teachers

to become technologically literate.

The teacher wisdom story statements we pro vide here are drawn from a U.S. survey we con

ducted as one component of a larger study (http:// ctell.uconn.edu/home.htm). The 125 survey partic

ipants included teachers and technology coordina

tors who are technologically literate. Technological

literacy means the ability to use computer-related

technologies to (a) improve productivity, perform ance, and learning and (b) expand the knowledge base to use these tools in content areas so that stu

dents' academic achievement improves (U.S.

Department of Education, 1997).

Although the interview survey focused on K-3

teachers nominated to participate because of their

exemplary use of computers for literacy instruc

tion, the answers could well apply to teachers in

grades 4 to 6 as well. Our research teams at four

universities used qualitative methods to conduct a

content analysis (Miles & Huberman, 1994) of the

online interview and survey responses by grade level. We have reported elsewhere on specific find

ings for each grade level (Labbo, Kinzer, Leu, &

Teale, 2003a, 2003b). Here, we focus on insights, advice, and cautions about computer use that were

mentioned by teachers at all grade levels. Indeed,

many of the suggestions they provide are "caution

ary tales" drawn directly from some of their strug

gles to integrate computer technologies with their

classroom cultures.

300 ? 2003 International Reading Association (pp. 300-304)

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When you read the following suggestions,

imagine that you are asking questions about effec

tive classroom computer use as you eat lunch in the

teachers' lounge at an elementary school and that

several colleagues are sharing their wisdom. To

provide the flow of a conversation, a discussion

prompt begins each section, followed by various

teacher voices in the form of quotes and summary statements of key ideas drawn from our survey.

I feel very isolated in my attempts to use

the computer in my classroom. What can I

do? Where can I get good ideas?

We all feel isolated when we first use class

room computers because we typically have too lit

tle guidance or support. I've found that there are

various types of support available to us through staff development, technology personnel, and

Internet resources.

First, I advise you to carefully select and par

ticipate in professional computer-related staff

development opportunities. "[I agree]...staff devel

opment is a major factor in the success of technol

ogy integration and can help prevent computers from being just one more failure in attempting to

assist students." You have an opportunity to shape the content and approach to staff development that

you receive. For example, when I found out that the

only training we would receive at my school was a

Friday afternoon workshop, I talked to my princi

pal and my school technology committee request

ing an approach to staff development that has a

track record of effectiveness. I respectfully remind

ed them that staff development that works involves more than one workshop. Such development re

quires demonstrations of effective computer use,

ongoing mentoring and modeling, hands-on train

ing, sanctioned time to reflect on computer-related activities, giving and receiving targeted feedback, and sustained grade-level collaboration. "[I re

minded my principal that] teachers need adequate time for professional preparation."

Second, I suggest that you ask people in your district exactly what technology support resources

are available to you. Then, record in your lesson

plan book the names and contact information for

the technology coordinator and technology repre sentatives who are available to give guidance or

act as a troubleshooters. If you ask for these names

and discover that no one is available, include the

need for technology support on a list of requests or demands for your administrators.

States and school districts have invested heavily in

placing computers in classrooms, and they want to see

that they are used effectively. Administrators need to

know that...without a good technical support depart ment, teachers are likely to feel frustrated and give up on using the various technologies.

Third, use technology as a resource for your

personally guided professional development. "The

Internet is a useful tool because [teachers] can find

multitudes of information at their fingertips." It is

necessary for us to use computer technologies to

connect with other teachers, to share information, and to update our own pedagogical or content

knowledge.

Technology helps teachers stay current with research

and current event issues. Various technology tools help provide support for teachers to create inspiring and

adaptable instructional materials.

[Teachers need] to learn to be flexible, study what is out there, get on to a listserv of other teachers at their

grade level or area of study to keep current.

Class websites (http://comsewogue.kl 2.ny.us/ ~ssilverman/2000), teacher listservs (www.read

ing.org/publications/rt/rt_listserv.html), profes sional organization sites (www.reading.org/posi

tions/technology.html), and educational portals that

offer lesson plan ideas and computer-related activ

ities (www.internet4classrooms.com/kindergarten_ links.htm) are good technological sources for great

teaching ideas. In addition, if district- or campus level staff development is not offered, resources for

individual professional development are available

online (e.g., www.ed.gov/inits/bestpractices). I

took an online course and learned many exciting

ways to integrate the computer and my classroom

culture without losing my mind in the process.

I know I need to use the computers in my classroom. How can I make sure the

technology is being used well?

Technology should add substantively to your

literacy curriculum and not be used merely for its

own sake. Technology use in the classroom must

Technology in Literacy 301

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support or add value to the curriculum and instruc

tional objectives.

One shouldn't use the Internet just because it is there. You should always be sure that you have a purposeful activity for the students and make sure they know what that activity is. Misdirected Internet use can be a waste of valuable instructional time. Organized and purpose ful activities can open doors for students to engage in

enriching and enhanced learning experiences.

Use any technology as a tool, not as a curriculum. Find

ways to integrate technology with existing curriculum; don't try to add another subject into the day.

I find it is best to use these [computer technologies] when they add something to the activity or curricu

lum, not just because the technology exists.

I do not force technology. If it is the best and most

meaningful tool to use, then we take that tool out of our

box. However, if the best way to solve our problem is to

literally use paper and pencil, that is what I pull out.

"Learn management procedures for the one

computer classroom, [the multicomputer class

room], as well as the computer lab." For example, be sure to place one computer in a central class

room location where the entire class can view the

screen. Use this whole-group computer to demon

strate computer applications, navigate the Internet, or celebrate students' work. Make sure that all stu

dents have access to computers throughout the

week. Whether individuals, peer pairs, or small stu

dent groups work at the computer, teachers should

monitor students' opportunities for computer time

through sign-up sheets or daily routines to ensure

that all students have regular access.

I think a specific computer time with individuals as

signed to use the computer should be set up so that all kids have egual access to the computer. This is re

ally important so that all kids have the same experience in the classroom and learn to feel comfortable using the computer.

In addition, don't assume that all children who

step into your classroom have sufficient back

ground in using computers for educational purpos es. While it is true that many children have grown

up with computers and computer games in their

lives, many others do not have computers at home.

Computer access at school then becomes critical

in closing the digital divide between children of

low socioeconomic status and their more affluent

peers. It is imperative for teachers to scaffold chil

dren's use of computers for educational purposes. Learn what students can do with computer

technologies at various grade levels, particularly at

the grade level you teach. Observe children who

are adept at using computer technologies to get a

sense of their capabilities. Through observation,

you can gain insight about their understanding of

literacy.

Right now I use computer programs to observe the abil ities of my students. I watch them playing computer

games and observe how well they understand the di rections [or] find the right letter matches. This gives

me a beginning clue as to their ability levels.

In addition, the National Educational Tech

nology Standards (NETS) for students provide stu

dent learning profiles for grade clusters (pre-K-2, 3-5, 6-8, and 9-12). The standards provide guide lines for what children should be able to do by the

end of the grade cluster. For example, by the end

of second grade, students should know how to use

multimedia resources, including interactive books, multimedia encyclopedias, and educational soft

ware to support their learning. They should be able

to create developmentally appropriate multimedia

products through collaborative effort. They should

be able to solve problems or communicate ideas

with various types of technology tools that include

digital cameras, word-processing programs, and

drawing tools. The NETS standards are available

online (www.iste.org).

What do I need to keep in mind when

using the Internet in the classroom? Are

there any new skills or strategies that

children need to learn when using the

Internet?

Be sure that your school has guidelines for

Internet access and use and share those guidelines with parents and students. Many schools now have

consent forms for parents to sign. The forms high

light guidelines and agreements that students ad

here to when using computers for schoolwork.

If [you are] new to Internet use with kids, seek out oth er teachers who have experience and willingness to

help. Take it slow, participate in Internet projects that fit with your curriculum.

302 The Reading Teacher Vol. 57, No. 3 November 2003

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Student use of the Internet reguires teacher attention

and supervision.

Teachers and school staff must strive to ensure stu

dent safety.

New literacies include the ability to use a vari

ety of technology resources and tools. For example,

your students need to know how to use e-mail for

authentic purposes. It's important for students to

develop skills keyboarding, navigating, accessing

information, and reflecting on what they read. They also need to learn screen conventions.

I think just as we need to teach children conventions

about the printed word on paper, we also need to teach

them about screen conventions. Digital displays are

everywhere you turn, from the checkout line at the gro

cery store to the ordering display at a fast food restau

rant. These screens contain all kinds of information,

including advertisements. We need to be sure that we

are giving our students the tools to understand that

while these screens contain factual information, we

must also work to make sure they become critical users

of the information these screens contain.

Advertisements on the Web also are distracting, send

cultural messages, and can lead to potentially danger ous sites for kids-be vigilant!

Teachers indicated that new literacies are im

portant for students because they need to think crit

ically and use technology critically, as well as

synthesize and evaluate information. There is a

wealth of information on the Internet; however, it's

not all credible, and teachers need to help students

learn how to critically evaluate websites.

Teachers need to have good electronic literacy skills

themselves and be able to evaluate sites for biases.

When students compare information from different

texts, including electronic encyclopedias and websites,

they practice comprehension skills. Often students will come across texts with inconsistent information. Using the Internet allows them to consult additional re

sources to verify or disprove the facts they find.

Understand that a website may create confusion for

readers. I'm thinking of pages with frames. You track

left to right but not across the whole page.

[Teachers should] learn how to utilize technology for

reading and gathering information, construction of in

formation into a variety of formats, and...to dissemi

nate what the students have learned.

What do I need to know about software?

You need to be familiar with the software avail

able to you, and you need to know how to integrate

technology and the curriculum effectively. The soft

ware used must be developmentally appropriate for

students in order to have an impact on learning.

I feel the programs must be carefully looked at to see if

they are serving the intended purpose and whether

they can/should be used independently or with a

teacher present to facilitate.

I use [computer software] as a way to reinforce skills

already taught. A child experiencing difficulty would

have me sit by his/her side during [computer] center

time to do the program together. This would allow for

assessing his/her needs and reteaching...with or with

out the use of the computer.

Too many bells and whistles and some children lose the

point as they become overly focused on sounds or ani

mations. That is why I have created HyperStudio pro

grams for skill practice. They have the same ability to

engage without the overstimulation.

Using developmentally appropriate digital content

(software and Internet resources) that support the in

structional objective(s) will provide opportunities for

developing higher order reasoning and problem-solving skills.

Most computer programs I use [give students] an op

portunity for free choice. Furthermore, the children are

highly motivated to learn using technology.

The ones that use humor are the most valuable. The

children tend to use them more often and remember

them.

If you are unfamiliar with various types of soft

ware applications you will be unable to integrate

computer activities and the literacy curriculum ef

fectively. Select educational software that aligns with conventional literacy goals, new literacy ob

jectives, and children's individual instructional

needs or that contributes to an overall unit theme or

project. For example, children who cannot read in

dependently require software that will read the text

aloud, use descriptive animations, or offer other

levels of interactive feedback. Reviews of edu

cational software are available online (e.g., www.

superkids.com). Ratings at Superkids Educational

Software Review focus on educational value, ease

of installation, and appeal for children.

Technology in Literacy 303

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Do you think that computers will ever

replace teachers in the classroom?

No, computers will never replace classroom

teachers because teachers are the key component in

classroom learning.

Computers will never replace teachers in the class room.

Technology is a tool not the teacher.

While computers are becoming more interactive and use immediate reinforcements, I find that they pale in

comparison to one-on-one teaching correspondence

with a living, breathing person with whom a child can converse about word-attack strategies and the meaning the material carries for the child in comprehension.

Technology should be used...as a supplement to,

rather than replacement of, literacy instruction by the

teacher.

What you, the teacher, know and don't know

about using computers matters. Your knowledge about various aspects of using computers has an ef

fect on the benefits your students will get from hav

ing computers in the classroom. Therefore, it's

imperative that you learn as much as you can about

effective computer use for literacy instruction.

Teachers need to evaluate sites and software before

using either in class, and they need to incorporate good teaching while working with students and technology. Technology should be properly utilized in order to be effective and can be used for much more than drill ac

tivities.

Student needs should direct the use of each technology.

The principles of effective technology use, as I see it, would be teacher involvement first and foremost. I be

lieve strongly that the use of computers alone will not

greatly enhance any curriculum. It is only with the care

ful choices made by the teacher that software and web sites will provide children with enriching and useful

experiences.

Labbo is editor of the Technology in Literacy department Leu teaches at the University of Connecticut Kinzer teaches at Columbia

University, New York. Teale teaches at the

University of Illinois at Chicago. Cammack is a doctoral student at Columbia University, New York. Kara-Soteriou teaches at the University of Bridgeport, Connecticut Sanny is a doctoral student at the University of Illinois at Chicago. This project was supported by National Science Foundation Grant No. 0089221.

References

Ansell, S.E., & Park, J. (2003). Tracking tech trends: Student

computer use grows, but teachers need training. Education Week's Technology Counts, 22(35), 43-48.

Labbo, L.D., Kinzer, C.K., Leu, DJ., & Teale, W.H. (2003a,

May). CTELL: Case Technologies in Literacy Learning. Paper presented at the 48th annual convention of the

International Reading Association, Orlando, FL

Labbo, L.D., Kinzer, C.K., Leu, D.L., & Teale, W.H. (2003b,

May). Kids, computers and literacy learning: Stepping into K-3 classrooms. Paper presented at the 48th an

nual convention of the International Reading Association, Orlando, FL.

Miles, M.B., & Huberman, A.M. (1994). Qualitative data analy sis: An expanded sourcebook (2nd ed.). London: Sage.

Office of Social & Economic Data Analysis. (2003, January).

Analysis of 2002 MAP results for eMINTS students.

Retrieved May 27, 2003, from http://emints.more.net/

evaluation/reports/map2002.pdf U.S. Department of Education. (1997). President Clinton's

call to action for American education in the 21st century:

Technological literacy. Retrieved May 23, 2001, from

http://www.ed.qov/updates/PresEDPIan/part11.html

The department editor welcomes reader comments on this

column E-mail llabbo@coe.uga.edu. Write to Linda D. Labbo, The University of Georgia, 309 Aderhold Hall, Athens, GA

30602, USA.

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304 The Reading Teacher Vol. 57, No. 3 November 2003

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