The Technology Integration Planning Cycle is a guide to help teachers integrate digital technology into literacy instruction in meaningful ways
A P L A N N I NG C YC LE FOR I N T EGR AT I NG DIGI TA L T EC H NOLO G Y I N TO L I T E R AC Y I NST RUC T ION
The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students’ Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students’ responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students’ skills and confidence related to digital tasks, and students’ perceptions of their own skills may not align with their achievement on digital skills–based tasks.
This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their topic knowledge gain and the quality of the questions that they constructed in response to their online reading. The epistemic processes of these two groups’ 20 readers were inferred from their concurrent verbal reports. Verbal reports were coded and classified qualitatively until concrete types of epistemic processing were recognized; the coded data were then quantified for statistical group comparisons to identify and interpret emerging patterns. The results indicated that more successful online readers tended to engage in higher order epistemic processes when judging information sources, monitoring their knowing processes, and regulating their alternative knowledge‐seeking actions, whereas the epistemic actions of their less successful counterparts were more often disconnected and tended to function at a surface level. Cross‐categorical associations were found among epistemic judgment, monitoring, and regulation, suggesting that epistemic processes operate interactively. Implications of the study's results are discussed in relation to literacy research and practice.
Identify learning standards/objectives that promote CDPs.
2.Target one CDP to focus on in a lesson/unit.
3.Consider a variety of texts, starting with texts you already use, that would support students' engagement in that CDP.
4.After considering texts, identify specific digital tools or additional texts to include that would support, supplement, or scaffold students in comprehending, analyzing, or communicating a rationale.
5.Remember to provide practice opportunities for students to "play" with digital tools/texts before using them to engage in the CDP.
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring and source evaluation positively influenced the quality of the generated questions, whereas information-locating strategies alone contributed little to the participants’ question generation. Further, source evaluation played a positive role when readers monitored and regulated their strategies for information location and meaning making. The findings on the interplay of metacognitive, critical, and intertextual strategies in online reading are discussed with regard to research and practice.
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