The Role of Technology in a Sixth Grade Classroom

Item Type thesis

Authors Spiotta, Lauren K.

Download date 22/02/2023 00:53:14

Link to Item http://hdl.handle.net/20.500.12648/5362

The Role of Technology in a Sixth Grade Classroom

By

Lauren Spiotta

May 2013

A thesis or project submitted to the

Department of Education and Human Development of the

State University of New York College at Brockport

in partial fulfillment of the requirements for the degree of

Master of Science in Education

 Table of Contents

Chapter One: Introduction…………………………………………………………….1

Background……………………………………………………………………1
Research Questions……………………………………………………………2
Rationale/Significance of Study …………………………………………….. 2
Definitions ………………………………………………………………….....3
Study Approach ………………………………………………………………4
Organization of Thesis ………………………………………………………..4
Summary ……………………………………………………………………...5
Chapter Two: Review of Literature …………………………………………………..7
Introduction …………………………………………………………………..7
Home Technology vs. Classroom Technology …………………………….....7
Multiple Digital Tools ………………………………………………………..9
Types of New Technology in the Classroom ………………………………..10
Summary …………………………………………………………………….12
Chapter Three: Methods and Procedures ……………………………………………14
Introduction …………………………………………………………………14
Context and Participants …………………………………………………….14
Community ………………………………………………………… 14
School ……………………………………………………………….15
Class …………………………………………………………………16
Participants …………………………………………………………..18
Teacher Researcher ………………………………………………….21
Data Collection Instruments ………………………………………………...22
Procedures …………………………………………………………………...23
Data Analysis ………………………………………………………………..30
Summary …………………………………………………………………….32
Chapter Four: Interpretation of Data ………………………………………………...34
Introduction ………………………………………………………………….34
Technology in Reading and Writing ………………………………………...34
Technology and Participation, Motivation, and Quality of Work …………..40
Digital Literacy and Academic Literacy Development ……………………..48
Summary …………………………………………………………………….50
Chapter Five: Summaries, Conclusions, and Recommendations …………………...52
Conclusions ………………………………………………………………….52
Limitations …………………………………………………………………..53
Implications for Focal Children’s Literacy Development …………………..53
Implications for Future Teaching ……………………………………………54
Recommendations for Future Researchers ………………………………….56
References …………………………………………………………………………...58
Appendices …………………………………………………………………………..61
Appendix A: Parent Letter …………………………………………………..62
Appendix B: Observational Field Notes (Blank Copy) ……………………..63

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Appendix C: Writing Trait Rubric …………………………………………..64
Appendix D: Student Interview Questions ………………………………….67
Appendix E: Technology Attitude Survey …………………………………..69
Appendix F: Glogster Handout Sheet ……………………………………….70
Appendix G: Common Core Standards 6th Grade ………………………….74
Appendix H: Edmodo Website ……………………………………………...77
Appendix I: Technology Survey Answers …………………………………..78
Appendix J: Other Work Samples by Kyle ………………………………….85
Appendix K: Other Work Samples for both Kyle and Christopher ………..101
Appendix L: Other Work Samples for Christopher ………………………..103
Appendix M: Field Notes …………………………………………………..107

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List of Illustrations

Figure 4.1: Work Sample Brainstorming Handwritten President Obama…………..35

Figure 4.2: Work Sample First Draft Handwritten President Obama Letter ……….35

Figure 4.3: Work Sample Second Draft President Obama Letter……………….…..36

Figure 4.4: Work Sample Third Draft President Obama Letter……………………..37

Figure 4.5: Presidents Assignment Response from Kyle ……………………………43

Figure 4.6: 911 Work Sample from Kyle …………………………………………...46

Figure 4.7: Work Sample Christopher Glogster …………………………………….47

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List of Tables

Table 3.1: Data Collection ………………………………………………………….22

Table 4.2: Poll on Edmodo ………………………………………………………….41

Table 4.3: Edmodo Icons ……………………………………………………………42

Table 4.4: Edmodo Website …………………………………………………………49

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 Chapter One: Introduction

Background

As an educator, I understand how technology has become such an integral part

in today’s society. Through observations in my own classroom, I can hypothesize

ways in which digital literacy can positively or negatively impact my students’

participation, motivation, and quality of work with literacy development. In this

digital age, technology continues to grow at a rapid rate and many times classrooms

are lagging to keep up with these changes. Many children go from homes that are full

of technology (computers, IPads, nooks) to classrooms that are primarily paper and

pencil based. This bridge seems to be significant and can hinder students from being

successful in this computer based day and age. In my own classroom I am trying to

bridge this gap and bring technology to the fore front. Many educators believe that it

is essential to meet the needs of our twenty-first century diverse learners and immerse

our students into this digital literacy world. Not only teachers, but nation wide

Common Core Standards (see Appendix I) continue to be including standards that

address computer technology and using multimedia technologies to enhance students

compositions. There seems to be many students coming into the classroom with a

more tech-savvy mindset and are unable to further explore this creativity with regards

to technology in their classroom. We live in a social world where individuals are able

to interact with others on a daily basis from countries that are thousands of miles

away with just the click of a button. This type of social interactions has enabled us to

learn and understand more than we ever imagined and allowed us to receive quality

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information in just minutes. With this being a driving factor in our students’ life it is

essential that we incorporate this type of social writing in our classrooms to further

engage our students and to help enhance their writing and literacy development.

Research Questions

Keeping in mind the growing rate of technology worldwide, this study will

examine the affects of digital literacy and web 2.0 tools on students with disabilities

and will ask the following questions.

- How do children use computer technology in their reading and writing?

- How does technology affect student’s participation, motivation, and quality

of work with regards to literacy development?

- How do digital literacy activities support academic literacy development?

Investigation and analysis of these questions may have important bearing on

digital literacy tools and technologies used in the classroom. In the past and

currently, many classrooms have used primarily paper and pencil based learning

which does not stimulate the mind and does not transition into their home life which

often times is full in technology. This study aims to promote a link between home

technology and classroom technology to enhance literacy development and learning

through social media tools.

Rationale/Significance of Study

The rationale of this study is to examine the impact of digital literacy in the

classroom and look at how it affects student’s quality of work, participation, and

motivation in regards to literacy development. This action based research aims to

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show how technology can impact student’s engagement and motivation in the

classroom. In order for them to experience this they will need to have more digital

literacy tools to help them become actively surrounded and engaged in the different

types of technology.

The ability to use technology is essential for academic development. As

students progress through their K-12 education and beyond they will need to be able

to communicate their ideas effectively and clearly using technology. With the

demands of technology and how quickly it is changing, it is imperative that educators

be aware and motivated to utilize technology to help meet the needs of all of our

learners in our classrooms. We need to be able to modify, change and adapt to meet

the growing needs of technology within our society. It is imperative that we begin

using these technology web 2.0 tools to enhance their literacy development.

Definitions

The following terms are used throughout this study. These definitions will

clarify their usage within this context.

- Digital literacy is the ability to use technology and communication tools to

create, evaluate, and organize information.

- Web 2.0 tools are interactive experiences in the form of blogs, wikis,

forums, etc that plays a role with communication and information through

the Internet.

- Direct instruction consists of teacher-directed activities in which I provide

information thorough explanations and examples.

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 - Scaffolding is a way for educators to provide support to allow learners to

explore and experience complex tasks, where the ultimate goal is to create

learner autonomy.

- 504 Modification Plan is a federal funded plan which offers assistance and

assistive technology to struggling students.

Study Approach

This study is an action based research study that focuses on qualitative

research. The teacher researcher will explore digital literacy in a sixth grade

classroom, focusing on two participants, Kyle who is classified as students with

disabilities with an Individualized Education Plan (IEP) and the other participant

Christopher is an English Language Learner. In this study the teacher researcher aims

to explore ways in which digital literacy and web 2.0 tools affect participation and

quality of work in a student with disabilities in regards to their literacy skills. The

teacher researcher will analyze web 2.0 tools like Glogster, Edmodo, and other social

tools as well as technology like Ipads throughout the school day. This is to help the

teacher researcher see which technology tools are beneficial for the participant and

could help or hinder the focal child’s literacy.

Organization of Thesis

This action based research paper will be organized into five different chapters,

all pertaining to the idea and study of digital literacy in the classroom. In Chapter

One, entitled “Introduction” the teacher researcher sets a purpose for the research

study. The problem is identified; the teacher researcher is interested in student’s

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ability to use digital literacy to enhance their literacy development. The rationale for

the study is to outline the impact digital literacy in the classroom has for children with

disabilities. The significance is that technology is growing at a rapid rate and will be

used throughout one’s life time as a means of written and oral communication, as

well as a research tool for individuals. In Chapter Two, conceptual framework and

relevant studies are explored in detail. Current methods and past research with

regards to digital literacy will be examined and explored to enhance the teacher

researchers study. In Chapter Three, the teacher researcher will establish the method

used in the teacher action based research study. The teacher research will describe the

design and context used in this study to help understand and discuss students with

disabilities success when using digital literacy tools. Data collection will occur

through interviews, student work samples, observational field notes, and attitude

surveys. The community, school, classroom, and participant context are revealed. In

Chapter Four, research results and findings will be presented. Chapter Five includes

the discussion of implication for the teacher researcher’s study with regard to other

educators, as well as conclusions and recommendations for other educators with

regard to digital literacy in the classroom.

Summary:

In this chapter the teacher researcher introduce the background, research

question, and research design that will be discussed throughout later in this paper.

This research study will assess the impact of digital literacy with regard to literacy

development for students with disabilities in a sixth grade classroom. The impact of

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the use of web 2.0 tools when scaffolded down for the participant will be examined.

Various web 2.0 tools will be visually represented and presented to the participant.

Direct instruction on how to use web 2.0 tools and choices in these tools will be

provided. Observational field notes, interviews, attitude surveys, student work

samples, anecdotal notes, and pre and post work will be analyzed and collected to

discuss the impact of digital 2.0 web tools in the classroom.

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 Chapter Two: Review of Literature

Introduction:

Technology has become an integral part within our everyday life and has

changed significantly over the past decade. Technology in the classroom is beginning

to take a more prominent role as classrooms are putting in Smartboards, computers,

IPads, and other forms of technology to enhance the curriculum and meet the needs of

the diverse learners of the twenty first century. With technology changing at a rapid

pace the amount of research on the effects of technology in the classroom has grown.

This type of research talks about new implementations and ways to integrate

technology into the classroom, expanding us past a paper and pencil world and

focusing more on the new digital era. There has also been research as to how this can

help not only regular general education students, but students who are classified with

disabilities and English Language Learners. In this chapter, I examine these

categories of research within the area of technology and the role of digital

technologies in the classroom.

Home Technology vs. Classroom Technology:

Hudson (2011) research discusses the digital divide that is occurring from the

home environment to the classroom on a daily basis. In today’s classrooms many of

our students are digital natives and “have been pounding on keyboards since their

toddler days” (p. 49). As technology continues to grow at a rapid rate many

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classrooms are still stuck using the traditional method of paper or pencil. This study

goes through the life of fourteen year old Megan who is immersed in technology in

her home from Youtube, to Facebook, to her own digital camera, and smartphone.

There is not a day or evening that she does not use technology at home. Yet as

Megan was interview she described how “pretty much the only time we use the

computers in school is to do research or type essays” (p. 49). Hudson studied and

interviewed teachers and students alike and found that “75 percent of teachers say

they regularly use technology in their classrooms. While only 40 percent of students

report that technology is used in their classrooms” (Hudson, 2011 p.49). One has to

wonder is the definition of technology and its uses described and defined accurately

and under the same terms where each party is on the same page.

Educators and administrators understand how it is important for students to be

motivated in their learning in order to optimize their outcomes. However Gunter

(2012) describes how our educational system has failed to properly utilize and

address a changing culture and learning within the digital age. Technology is not

often integrated effectively into the classroom. This is backed by recent research

(Bridgeland, Dilulio, & Morison, 2006). “In this report the authors presented data

where 80% of dropout students surveyed indicated that they felt their chances of

staying in school would increase significantly if their classes were more interesting

and provided more opportunities for real-world learning” (p. 136). Newer

technologies and digital literacy have opened up a new door of motivation and

engagement for many students and has continued to provide quality educational

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experiences that stimulate senses and are interesting to a variety of different learners.

These learners include students with disabilities and English Language Learners.

Multiple Digital Tools:

Greenhow and Gleason (2012) researched about Twitter and discussed how

social media has an important role among many citizens throughout the world. The

authors state how “digital literacy is becoming a required skill as employers

increasingly want employees with social media savvy” (p. 464). This research article

states how not only adults use Twitter as a social outlet, but teenagers and young

adults are flocking towards Twitter as a means of communication as well. “Twitter

use among American teenagers doubled in less than two years, suggesting its

increased adoption among high school and college-age youth, especially African-

American teens, lower income teens, and girls” (p. 465). The use of this Twitteracy

(Twitter-literacy) as they are calling it, are not simply to talk to friends but instead are

a way to make new contacts, connect and follow public figures and celebrities,

understand and learn about current events and explore job opportunities. This type of

multimodal literacy provides stimulation for the mind as screens on Twitter can have

sound, a variety of images, music, etc. which engage many different individuals.

Greer and Yan (2011) researched about the evolution of newspaper from a

print form to a digital form that is on the Internet. The authors recognized how

technology was changing and provided statistics about the number of individuals who

are turning more to digital print form to access news stories. The World Wide Web

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has changed the way individuals receive information and companies as well as

newspaper companies are no longer viewing this as a threat but are instead embracing

this change. Social networking has also become an active part of our student’s life. It

started with Myspace which lead to the creation of Facebook and then Twitter. “The

average American teenager spent six hours and nine minutes on social network sites

during December 2009, up 143 percent from December 2008” (p. 85). These social

sites allow individuals to post pictures, thoughts, news, and allows them to share them

with other people. This form of instant communication where friends can comment

and respond to posts are the new forms of communication for young adults.

Educators must understand this type of social media and how it impacts their

student’s life. There are a variety of social media type outlets educators can use to

motivate and inspire children to connect with their peers both in their classroom, in

their school, and beyond. Other forms of communication tools like blogs, wikis,

Glogster, ePals, and e-mail can help support readers and writers.

Types of New Technology in the Classroom:

The role of technology is changing at such a rapid rate that many times

educators have a hard time keeping up with the newest trend that they can incorporate

into their learning environment. “Digitized speech, e-books, apps, video Web sites,

interactive animations, online games, social networks populated by younger learners,

and many other newly emerging tools can motivate students and help them gain

information that may be considered too difficult” (Forzani & Leu, 2012 p.422).

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 Gunter (2012) discusses how digital book talks are replacing written book

reports in a variety of tech-savvy classrooms. These digital book talks are short

movie clips that are similar to movie trailers only about a specific book and could be

done at any grade level. This type of digital interaction allows students to work

independently or collaboratively and choose what parts of the story were most

pertinent to the overall understanding of the story. “A key component was that

students were asked to act out on camera scenes that demonstrated their interpretation

of the essence/gist of book” (p. 142). This type of creativity allows students to edit

their work and can be a recording of reading a report or a commercial typical to that

of a movie trailer. It has been encouraged that students should give as much detail

about the setting, characters, and plot, without giving away the ending to inspire their

peers to read their story. Podcasts are another similar way to utilize these new

strategies and actively engage students in a technology centered world. When student

are given a choice and explicitly modeled and scaffolded instruction down, student’s

will be able to succeed with new forms of technology. Classrooms are effective with

technology when “students and teachers work collaboratively to extend their literacy

learning with traditional print and technology” (Saine, Wertz, & Gehr, 2012 p.108).

These authors describe how these technologies could change literacy learning

experiences and instruction and student learning outcomes.

Electronic textbooks and books are another wave of technology that are

sweeping through our nation and even in some of our school districts. Smartphones,

Kindles, Nooks, IPads all are providing the opportunity for children and adults to

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store thousands of digital copies of books that you can read, interact with, or even

have it read to you. Many organizations and school districts in a variety of states are

understanding how important this new form of digital literacy is and are incorporating

them into their classroom not only the stories, but the textbooks as well. These “new

modes of delivery require readers to learn to use new modalities and to apply new

strategies to access information on computers or other electronic devices” (p. 42).

Electronic texts and multimedia, eReaders, and digital libraries all provide students,

and educators a variety of tools they can utilize when they are reading. These tools

include “text that is read aloud, music, pop-up definitions, and animations that depict

the characters’ actions provide multimodal enhancements that support students’

reading comprehension, aid in the development in reading fluency, and enhance their

vocabulary all of which have the potential to enhance student motivation to read”

(Felvegi & Matthew, 2012, p. 44). Many school districts have computers, but

continue to fall behind in the purchasing of these electronic tablets to assist in their

reading, this can all still be done and downloaded on a computer.

Summary:

It is clear throughout literature and research that technology is and will

continue to be an important part of our classrooms. Teachers are beginning to

understand and implement technology in the classroom as they are seeing how it is a

necessary component in order to meet the needs of diverse learners and actively

engage students in different ways to enhance the curriculum. In order for students to

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meet the needs of our ever changing curriculum and state requirements, technology

needs to be used, implemented and differentiated to help students understand,

interact, and learn through a variety of different techniques. Classrooms that do not

implement technology and utilize this ever changing demand will only negatively

impact their students and disengage them within the learning environment.

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 Chapter Three: Methods and Procedures

Introduction:

The goal of this qualitative research study is to understand, explore, and

analyze digital literacy in the classroom and how it directly affects students’

participation, engagement, and quality of work with regard to literacy development.

Through this research study the teacher researcher will explore student engagement

on a participant who is classified as students with disabilities. The following section

will discuss the context of the study, data collection, participants, and procedures.

The data will be analyzed through observational field notes, interview with the

participant, attitude survey, student work samples, and anecdotal notes.

Context and participant:

Context:

The context in which I will be conducting this action based research study is

in Happy Central School District (all names in this research based study are

pseudonyms) which is ranked the highest district in Sunnyville County according to

achievement on test scores. Happy Central School District is a rural community

located in Plainfield, New York. Within Happy Central School District there are three

schools which include a Primary School (PreK-2nd), Intermediate School (3rd-6th),

and Junior-Senior High School (7th-12th) where there are a total of 995 students.

24% of students within Happy Central School District qualify for free and reduced

lunch. All of the numbers that are associated with this research study were gathered

based on the 2011-2012 school year. This community is located twenty miles from

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Bloomfield, New York and is typically deemed a blue collar living environment. In

this blue collar environment both of the parents are working full time jobs of some

sort. The majority of the housing is lower to middle socio-economic status ranging

from families living in trailer parks to children living in two-story houses. The

neighborhood surrounding the schools has a variety of extra curricular activities that

children can participate in. This includes after school activities in the school provided

by the local YMCA, as well as a library down the street that students can walk to, and

a Church School on Monday afternoons that students can attend. There is an ample

amount of community support available which also includes tutoring and scholarship

opportunities.

The school that I will be focusing on is Happy Intermediate School which

provides instruction for students in third through sixth grade. Happy Intermediate

School is located on two major highways of Route 33 and Route 77 which is a main

reason why their are many crossing guards after school to help ensure the safety of

the students. During the 2010-2011 school year there were a total of 296 students,

twenty-nine teachers, two other professional staff members, and one principal. In this

school there are forty-four or 15% of students who qualify for free lunch and thirty-

five students or 12% who qualified for a reduced-price lunch. The diversity in this

school district and school are limited with 96% of the students coming from a

Caucasian background and 3% from a multiracial background. Over the past three

years this school has been in good academic standing and have made their annual

yearly progress goals in English Language Arts, Mathematics and Science for all of

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their students. This includes the sub-divisions that exist within this Intermediate

school of Caucasian, Students with Disabilities and Economically Disadvantaged.

Happy Intermediate School English Language Arts instruction is guided by

several different programs. These include Modules set out by New York State that

directly align with the new Common Core Learning Standards. Happy also utilizes

two different writing programs, the Unit of Study for Intermediate Writing by Lucy

Calkins (2010) as well as the 6 + 1 Writing Traits. The Units of Study for

Intermediate Writing provides specific lessons and ideas to launch and to maintain a

writer’s workshop. The 6+1 Writing Traits is used to teach writing characteristics as

well as a rubric for documenting formal writing pieces.

There are a variety of resources within the school that children can attend

both before school and after school. These include allowing students to come in an

hour before regular instruction to participate in Choarliers (chorus), Band, Morning

Movers (kinesthetic movement program) as well as a Literacy Club with reading

specialists. Students have a variety of options to choose from in the morning and

when allowed by teachers, they can come into their classrooms for extra work. Many

teachers in this school encourage struggling students to come in for extra help at least

two or three times a week. There are early and late busing that allow parents the

freedom of having their children participate in many extra curricular activities

without having to worry about transportation. After school there are even more

opportunities for students to get involved throughout the school district. This

includes K-Kids, Mock Trial, Musicals, Pink Dragon Club, Pageturners, SADD and

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Student Council. All of these clubs are taught by educators within the school district.

There is a computer lab with 35 computers for all of the classrooms to utilize

throughout the school day.

This action based study took place in a sixth grade classroom, where I have

been working with eighteen students ranging from eleven years old to twelve years

old. This class is a blended classroom of both regular education students and students

with disabilities: composed of nine girls and nine boys. Four of the students in this

classroom are classified as students with disabilities and have an Individual Education

Plan (IEP) while two other students have a 504 Modification Plan in place. A 504

Modification Plan is a federal funded plan which offers assistance and assistive

technology to struggling students. The school day in this sixth grade classroom

consists of morning work (literacy activities and mathematics), mathematics,

grammar, specials, reading, spelling, lunch, writers workshop, science, daily five and

guided reading, read aloud, and social studies. The curriculum although varies

widely throughout different subject area, and it is very specific and detailed during

our ELA block which lasts for two hours and fifteen minutes. This ELA block

consists of vocabulary, reading, writing, spelling in both whole group and small

group, guided reading, daily five, writers workshop, and independent reading times.

The reading and writing materials that are taught and discussed within the classroom

are 50% fiction and 50% non-fictional texts that align directly towards the New York

State Common Core Learning Standards. It is within this ELA block where I

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collected data that pertains to my action based research study. It is during these times

that I observed my participants regarding our research question(s).

The classroom that this study took place in has a large library that is

organized by subject. Students sit in groups of four for five and a carpet area which

includes rocking chairs and pillows are in the back of the classroom used during read

aloud, class meetings, and reading time. The side wall is filled with six computers, as

well as six Ipads that can be used by each of the students. This classroom on the front

wall has a SmartBoard where the majority of lessons are taught and an Elmo which is

a document camera used to display papers and student work. There is a writing

center near the computers filled with supplies like paper, pencils, gel pens, etc. that

are beneficial. The other side of the classroom has an area for guided reading where

the teacher has a table as well as baskets for each group and mailboxes for students

work to go home.

Participant:

This action based research study focused on two focal children that the teacher

researcher will be studying for the entirety of their research study. One focal

participant is an eleven year old child named “Kyle”. (All names in this paper will be

pseudonyms) Kyle is a very active boy and enjoys playing hockey in his free time.

He is actively involved in a travel youth hockey program that travels almost every

weekend of the season. His family is intact and consists of six people. Kyle is the

oldest, he has a younger brother in 4th grade, a younger sister in 1st grade, and a

younger brother who is two years old. His mother is a stay at home mom and his dad

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currently is a teacher at the Junior-Senior High School is our district. His parents are

extremely involved in his academics and encourage Kyle to come in early in the

mornings for morning review twice a week.

Kyle although being an active athlete outside of school struggles with the

academic school day. He has an Individualized Education Plan and is classified

Learning Disabled. He is currently taking Concerta as prescribed by his physician for

ADHD. This prescription sometimes causes Kyle to struggle staying alert throughout

the school day. This is the first year he is on this medication and the doctors are

working at getting the correct dosage that best suits Kyle’s needs. His test scores on

his past New York State 5th Grade ELA and Math test were a two. In order to

receive a two on the New York State exam a student must show little to some

understanding of concepts in either ELA or Mathematics. Physically Kyle is a

Caucasian male, with short brown hair, blue eyes, and is short for his age. Kyle has

been known to struggle in social settings with his peers and prefers to converse with

his teachers and struggles with making new friends in a school setting. Kyle and his

parents report that he has many friends from his travel hockey team. Kyle is currently

receiving speech (two days a week), as well as Reading Academic Intervention

Services (daily) to promote academic achievement in the classroom. When

interviewing Kyle during the first week of this study, Kyle reported how “there are

two computers (one desktop and one laptop at home), he also has his own IPad which

he shares with his younger brother.” He stated how he plays “Minecraft” which is a

virtual video game at home for at least an hour or two a night. During this game he

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can interact with individuals all around the world although in the parent interview his

parents mentioned how “they limited access to Minecraft so only people he knew he

could talk to”. Kyle mentioned how “he loves using computers and enjoys doing

projects and writing on the computer during Writer’s Workshop”.

The second focal child that will be studied throughout this research study is an

eleven year old boy who is a long term English Language Learner named

“Christopher”. Christopher is a very active boy and enjoys playing football and

playing games on the computer in his free time. His family is intact and consists of

six people who live with him. These people include his grandparents, his mother, his

father, and his younger sister who is in 3rd grade. His primary language spoken at

home is not English, instead he speaks Laotian. His family is very involved in his

academics and is in constant contact with the teacher at least twice a week to ensure

he is completing his assignments, as well as discussing grades.

Christopher excels both on the athletic field as well as from an academic

standpoint as well. He is currently in advanced mathematics and accelerated reading

for sixth grade. Despite his bilingual language he does not have any issues

assimilating into the English language as he has lived in the United States since he

was two years old. Physically Christopher is an Asian male, with black hair, brown

eyes and is average height for his age. Christopher has many friends and is socially

accepted by his peers.

Christopher during his interview mentioned how he has two computers at

home (one desktop and one labtop) as well as two different IPads that he uses. When

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asked about technology, Christopher mentioned how he has grown up with

technology and in fact “often types his grandfathers stories on the computer which is

the reason why I am a fast typer”. He has a Wii at home that he plays frequently with

his family and friends and enjoys any project that he can create things on the

computer.

Teacher Researcher:

The teacher researcher, Lauren Spiotta is a Pfeiffer University graduate who

holds dual certification in both Early Childhood Education (Birth-2nd grade) and

Childhood Education (1st-6th grade). Lauren Spiotta is currently attending graduate

school at SUNY Brockport for a Master’s degree in Childhood Literacy and her

Students with Disabilities certification (Birth-6th grade). As a second year teacher at

Happy Intermediate School she is interested in technology and how it directly affects

literacy activities with her students.

Permission and Confidentiality:

For the purposes of this study, permission was collected from all of the

eighteen members in this sixth grade classroom. A letter (see Appendix A) was sent

home explaining the study and requesting a signature in order to secure consent.

Parents were informed that there was no recourse or reward for opting to participate

or opting out of the study. Student identity was protected in many ways. When

writing about the focal students in this study the use of pseudonyms were applied at

all times. Also, any data collected (e.g. student work samples) had information

blacked out and secured to ensure anonymity.

21
Data Collection Instruments:

Data for this study was collected several different ways in order to triangulate

evidence of findings. This multi-modal study looked into many different aspects

where the participants are engaged with technology, as well as looked to understand

their feelings towards using technology throughout their school day. Student

interviews were given at the beginning and end of the study in order to collect data,

information, and attitudes on technology and web 2.0 tools and how they felt it helped

them improve in their literacy skills. Observation field notes will be used as a way

for the researcher to record important and imperative information necessary to this

study on digital literacy and technology. These observational field notes and

anecdotal records are a means for the researcher to better capture the moment from

the participant’s perspective. This will include direct quotes, on/off task, quality of

work throughout the lesson. Student work samples will be collected periodically

throughout the entire unit of study (six weeks) that shows involvement in different

literacy skills and activities using technology.

Table 3.1: Data Collection

Data Instruction or Method Purpose

Interview (Student and Parent) Firsthand information on the participants’

thoughts, feelings, and understanding on
technology. To better understand what they
typically use technology for in the classroom
and to see what they understand about digital
literacy. This interview will also be used for
parents to see what they believe about
technology and the use in classrooms.

22
 Data Instruction or Method Purpose

Attitude Survey Firsthand information on the participants’

feelings towards particular technological tools
that can be used throughout the school day.

Observational/Anecdotal Field Notes Reflection on daily literacy activities and skills

using different types of technology as they
pertain to my participant.

Student Work Samples Samples will be taken both from traditional pen
and paper as well as different web 2.0 tools like
Edmodo and Glogster that promote literacy
development.

The teacher researcher was careful to include survey questions and interviews

that pertained directly to the research questions that were being investigated. This

way student and parent time and energy will be respected. Field notes and student

work samples were also selected based on their relevance to the research questions.

Questions, transcripts, observations, and work samples provided valid information

because they were carefully formed and executed in order to remain relevant and

related to research questions. Data analysis included citation and references from

sources with previously published resources. Data analysis was carried out

objectively and with careful attention to reliability.

Procedures:

This study began with a collection of student work samples to establish

baseline data for the teacher researcher. Work samples were analyzed for structural

and content accuracy assessed through a 6+1 writing rubric rating scale (Appendix

C). The same 6+1 writing rubric will be used at the end of the study to assess

23
participant’s growth. Student interviews and parent interviews were administered

during the first week of the study to assess attitudes towards technology and Web 2.0

tools used during literacy activities within the classroom. After completion of these

interviews and surveys the teacher researcher modeled and scaffolded information on

how to utilize Edmodo, and Glogster to help enhance their presentation within a

certain topic of their choosing. The teacher researcher showed their students how

they were linking up with a 5th grade classroom in Brockport, New York to discuss a

topic of their choosing as well as reading articles and discussing them that pertain to

their topic with a peer from another classroom. Explicit instruction on how to

organize, share thoughts, and use web 2.0 tools was introduced and students used the

entire few weeks to develop their own presentations to enhance their topic. Students

will discuss difficulties, success, and whole group share at the end of each English

Language Arts block. After six weeks transcripts, field notes, student work samples,

and surveys were complied and analyzed by the teacher researcher.

Week Activities

Week 1 - Student and parents were informed that research will be

conducted over the next six weeks.
- Student Interview
- Parent Interview
- Attitude Survey
- Teacher researcher will collect student work samples from
the English Language Arts Block in literacy activities
these samples will include a Webquest/Powerpoint on
Space as well as a Greece Brochure.

24
 Week Activities

Week 2 - Teacher researcher will scaffold information down about

Edmodo and will explicitly model how we will be
connecting with another classroom in Brockport, New
York to discuss higher level informational text.
- Teacher researcher will scaffold how to use Glogster to
enhance their writing presentations for a topic that
pertains to the world around them.
- Teacher researcher will share their own Glogster about a
topic that correlates with the curriculum and Common
Core Learning Standards.
- Students will choose a topic to write a story and make a
presentation about.
- Students will also turn in a Edmodo assignment about
Rosa Parks and complete a poll about using Edmodo in
our classroom. This assignment will get them familiar
with using portions of Edmodo.
- The teacher researcher will continue to collect student
work samples.

Week 3 - Students will research their topic with their peers using
Edmodo and will submit information online.
- Students will write a rough draft for their topic.
- Students will continue to connect with their peers over
Edmodo to discuss their topic and higher level text (911
Passage and Presidents are Just Like Us) using social
media tools.
- Students will also be using Edmodo as a class to discuss
and blog about different informational articles.
- The teacher researcher will continue to collect student
work samples.

25
 Week Activities

Week 4 - Students will edit and draft their final paper for their
topic.
- Teacher researcher will share their own Glogster about
their topic that correlates with the curriculum and
Common Core Learning Standards.
- Students will continue to connect with their peers over
Edmodo to discuss their topic and higher level text using
social media tools.
- Students will also be using Edmodo as a class to discuss
and blog about different informational articles.
- The teacher researcher will continue to collect student
work samples.

Week 5 - Students will work on their Glogster for their final topic
book adding details, and pictures to enhance their content
and point of view.
- Students will continue to connect with their peers over
Edmodo to discuss their topic and higher level text using
social media tools.
- Students will also be using Edmodo as a class to discuss
and blog about different informational articles.
- The teacher researcher will continue to collect student
work samples.

Week 6 - Students will finalize their Glogster that will be published

on our school website.
- Students will continue to connect with their peers over
Edmodo to show them their Glogster about their topic.
- Students will also be using Edmodo as a class to discuss
and blog about different informational articles.
- Students will reflect on their use of technology to enhance
their presentations of a literacy topic.
- The teacher researcher will collect student work samples.
- Students will complete an attitude survey.

This study lasted a total of six weeks. Students participated in technology

activities five days a week for at least 60 to 90 minutes a day. During the first week

26
parents were informed that research would be conducted over the next six weeks. As

the teacher researcher, I collected a series of interviews both with parents and

students about technology use in their classroom and their thoughts. The primary goal

of these surveys and interviews was to provide information to research questions

regarding student and parent perception on technology and how it can be related to

literacy skills and foundational techniques. A work sample was also collected from

the English Language Arts Block that pertain to a literacy writing skill during Writers

Workshop, as well as collecting information from their Greece Brochure they created

using Microsoft Publisher as well as a Webquest/Powerpoint on a Planet of their

choice.

During week two I scaffolded information about using Glogster and Edmodo

which showed my students how to take a topic of their interest and expand and create

literacy writing pieces that are unique and interactive. I showed my students a sample

of my work and how I have created my own Glogster that depicts a persuasive topic

on year round schooling. I provided my students with a handout for how to explore

and use Glogster that is written and using visual pictures on where to go (Appendix

G). I also modeled for my students how to sign up for Edmodo and took them through

key aspects of Edmodo like the Home Page, Notifications, Reply section, and turn in

section. After modeling this information for my students the students did a sample

blogging section about an informational text with Rosa Parks. After completion of

this article and answering specific questions using text based evidence, students

27
completed a poll about Edmodo where they were required to answer the question on

how they felt about using Edmodo in our classroom.

During week three students used Edmodo to research a variety of information

that pertains to their topic. Students then began writing a rough draft in their Writers

Workshop on their topic of Changing America to the President. After writing in their

Writer’s Notebook for a day students then were allowed to go on the computer and

continue writing their rough draft for their topic using Microsoft Word on the

computers or Pages for the Ipads. While they were writing their rough draft on their

topic they will continue to communicate and interact with their peers using Edmodo

about their topic and discuss higher level reading passages that pertain to a variety of

topics. The students were able to confer back and forth to promote higher thinking

and a deeper understanding of their topic as well as a variety of other topics. Students

will also be using Edmodo to read higher lexile level text like The Incredible Journey

Article and 9/11 A Date Americans Will Never Forget that support the Common Core

complex texts and allowed them to respond to questions and take quizzes online.

During week four of this study students were continuing to work on their

letter to the President pertaining to how they would Change America. They worked

on peer editing activities using the computer with their peers and teacher on Edmodo

as they prepared to write their final draft for their letters. While they were editing

their final drafts on their topic they continued to communicate and interact on

Edmodo about their topic and discussed higher level reading passages that pertain to

each of their individual topics as well as other information passages. It was during

28
this time where the students were conferring back and forth to promote higher

thinking and a deeper understanding of their topic. They were able to share their

details and main ideas back and forth which helped enhance their letter which they

would use when creating their Glogster for the next few weeks. I mentioned to the

students that when they finished creating their Glogster it will be published on the

Happy Central School District website. While the students were working on their

reports, and conferring with their peers on Edmodo; I was conferencing with different

groups of students to check on their progress as well as providing detailed notes on

their letters through Edmodo.

During the fifth week of this study the students were introduced to Glogster

using the handout and mini lessons that scaffolded information down to students. The

students were working on adding content, pictures, changing backgrounds and visuals

that would help enhance their presentations. During this week students were also

working with their peers on Edmodo to demonstrate the sharing of ideas. While the

students were finishing up their presentations, reports, and conferring with the peers

on Edmodo; I continued to confer with individual and groups of students to check on

their progress. Students were also required to complete complex text with higher

Lexile levels titled Presidents are just like us and President Obamas Back to School

Speech. Here the students answered higher level thinking questions that required

them to answer higher level thinking questions on Microsoft Word which they later

attached back to Edmodo.

29
 During the final week of this study students were finalizing all of their pieces

for their final presentation of their letter and Glogster which were later put on the

school districts website. The students work samples also got published on Edmodo

where their peers could blog and comment on each individuals work with positive

comments. Students were also completing assignments on higher Lexile level

passages like Ronald Reagans Biography and a passage and online quiz on The

Pinewood Derby Affairs. After completing all of these assignments, all of the

students reflected on using technology in the classroom and their motivation to

complete required assignments. This assignment had students reflecting using an

attitude survey on the use of Edmodo, Glogster, Microsoft Publisher, and Microsoft

Word in the classroom with literacy activities. Students work samples were taken to

observe and analyze growth and success using literacy web 2.0 tools using the 6+1

Writing Rubric.

Data Analysis:

This study was an action based research study that was over a period of six

weeks during the 2012-2013 school year. All of the information collected during

these six weeks was from February to March. Here the teacher researcher observed

two focal children in both informal and formal settings over this time period of two

months. During this study the teacher researched used many domains which included

observation field notes from classroom interactions, interviews, attitude surveys,

student work samples, teacher instructional materials, pre and post work samples,

parent surveys, and contextual data.

30
 To analyze the data the teacher researcher used analytical codes such as

motivation, participation, and quality of work. In regards to motivation, the teacher

researcher looked for an increase in engagement with peers and teachers during

digital literacy classroom activities. The teacher researcher looked at motivation and

participation in literacy activities which used a variety of web 2.0 tools including

Edmodo and Glogster. I also looked at the quality of work by carefully analyzing

work samples using digital resources as well as analyzing traditional pen and paper

method from their Writer’s Notebook. The teacher researcher also analyzed how the

focal student’s used technology (IPads, computers) in their reading and writing

throughout the school day.

To increase validity and reliability of the teacher researcher action based study

I employed triangulation by applying analytical codes across domains of data that

were used throughout the entirety of the study. The teacher researcher used many

different domains in order to analyze Kyle and Christopher’s engagement in class

activities from a variety of perspectives. These perspectives included an interview

with both focal children, formal observation field notes, attitude surveys, contextual

background information, interview’s, parent surveys, and student work samples

throughout the entire study. With regard to the interview and attitude survey, the

teacher researcher prepared questions that were focused on student interest in

technology, understanding of technology, and their own metacognition of literacy

development with regards to technology. With the formal observation notes the

teacher researcher observed Kyle and Christopher during the school day which

31
included Writers Workshop, Reading, Guided Reading, Reading Instruction, Social

Studies and Science to see how technology impacts their quality of work with

different literacy tasks. I noted the information collected using the graphic organizer

for classroom observation field note template (Appendix B). In regards to contextual

background information the teacher researcher noted important factors that may

contribute to the learning of the focal children. The teacher researcher located these

factors through the use of the Happy Central School District’s school website, New

York State Report Card website, discussions with other teachers within the district,

reviewing past student fields, and looking at Individualized Educational Plan (IEP).

In regards to the teacher researcher’s focal children Kyle and Christopher work

samples will be analyzed during the school day specifically focusing on those

activities that pertain to literacy which include Reading, Writers Workshop, Social

Studies and Science.

Summary:

This action based research study examined the use of technology used in a

sixth grade classroom that supports or hinders literacy development in two focal

children, one of whom is classified as a student with disabilities and the other as an

English Language Learner. Research was conducted in a sixth grade classroom in

Plainfield, New York. The student population within this district is middle

socioeconomic status. Happy Intermediate School is in good academic standing and

currently has 296 students attending each day. Research was conducted in a sixth

grade classroom with eighteen students during their school day specifically focusing

32
on literacy based activities. Data collection instruments included student and parent

interviews, attitude surveys, observational field notes, and student work samples.

Two participants Kyle and Christopher were examined more closely based on how

technology tools either different affect or hinder their literacy development. This

action based research study lasted for six weeks throughout the 2012-2013 school

year. The participants were explicitly taught how to use web 2.0 tools like Edmodo

and Glogster to enhance their reading and writing in literacy activities. Data was

triangulated and analyzed using the 6+1 rubric, student work samples, and coding for

themes.

33
 Chapter Four: Interpretation of Data

Introduction:

Research Question One: How do children use technology in their reading and

writing?

In this tech-savy day and age our students are becoming digital natives and

experiencing multimodal forms of technology in their home environment on a daily

basis. As documented in the interview with Christopher:

“Every day I go home and check my Facebook at least two or three times a

night. After getting off Facebook I check Edmodo for the classroom then I check my

email. After dinner I normally come back on the computer and type up stories for my

grandfather using Microsoft Word. I love using the computer, I think I’m really good

at it” (Interview Christopher, 2/4/13)

When observing Christopher it is evident that he has a clear understanding of

how to use different forms of technology. He is able to move about different

windows, find different forms of pictures and media to enhance his writing, and able

to explain to his peers how to accurately use different forms of technology.

Christopher is able to use the writing process to better enhance his writing and is able

to take digital comments from his teacher on Edmodo and incorporate them into his

writing to enhance his piece.

34
F.4.1 Work Sample Brainstorming Handwritten President Obama (2/14/13)

F.4.2. Work Sample First Draft Handwritten President Obama Letter (2/18/13)

35
F.4.3. Work Sample Second Draft President Obama Letter (2/26/13)

36
F.4.4. Work Sample Third Draft President Obama Letter (3/1/13)

When observing Kyle in this particular assignment he was able to expand on

his ideas and convey his thoughts in a logical and cohesive manner. He was able to

expand on his thoughts and details on the computer and added more details from

Draft One to Draft Two. Using the computer he was able to write more efficiently

and quickly and added more details that accurately pertained to the assignment. It

seems as though Christopher flourishes when discussing his ideas with peers and his

teacher and his work accurately reflects this.

This research aimed to explore how these different forms of technology

shaped my two focal children’s learning environment. Both focal children

Christopher and Kyle are very active participants in literacy based activities within

37
the classroom. They are comfortable and prefer to read using a form of eBooks on

IPads that are within the classroom. While reading they are constantly checking for

information and highlighting key pieces of information using the highlighting tool on

the IPad. They are able to bookmark their place and save their reading place to come

back and look at later. Although most of this information was taught at the beginning

of the school year both focal children have explored and can easily navigate

throughout the IPads to actively explore and engage in literacy based activities. Most

of these activities were done during the students independent reading time of thirty

minutes where they are able to read stories that they choose. Although their is a wide

variety of books in the classroom library both Christopher and Kyle prefer to read on

the IPads and frequently ask to use them during this time. As documented in the

Field Note:

Kyle asked to use the IPad during independent reading time and continued

reading the story The Lightening Thief by Rick Riordian. He immediately sat down

and found where he left off and continued reading. He went back into his reading

and looked over the previous chapter (Chapter 2) paying particular attention to the

highlighted notes. He stated to Miss Spiotta “I really like being able to highlight on

the IPad because it helps me remember the important information, you can’t do that

in a real book. This is my favorite thing, thank you for letting me read on this today!”

(Field Note #1, 02/04/13)

It seems as though Kyle thrives off of this digital media. He is reading a book

that is above his independent level yet he seems to have a deeper understanding of the

38
story because he is able to “mark up” the text. He feeds off the digital technology and

being able to maneuver and try different things in the digital world like highlighting

the text and looking up unknown words in the dictionary via the Internet.

Technology has clearly played an important role with regards to reading with Kyle

and has encouraged him to continue reading at home. Their are often times where he

reads at home for extended periods of time using his IPad where before he was very

adamant and set in not reading unless bribed by his parents as stated by his father in

the parent questionnaire.

“Kyle never used to be a reader at home. Getting him to read paperback or

hardcover books was always a struggle, his mother and I would try to do everything

to encourage him to read. This includes taking away his video games and his cell

phone but it never lasted. Now that he has found “new ways” to read on the IPad he

comes home and reads for at least 60 minutes a week which is a huge improvement.”

(Kyle’s father, parent questionnaire 02/08/13.)

These findings show that both Kyle and Christopher have shown growth

through the use of technology. Their deeper understanding and quality of work

improved significantly as they were experiencing new things. Christopher was able

to expand his knowledge through the writing process and create a product that was

well thought out, had valid reasons, and accurately fit the description of the project.

Kyle was able to read more books and understand what he was reading through the

use of digital tools like highlighting and the dictionary.

39
Research Question Two: How does technology affect student’s participation,

motivation, and quality of work with regards to literacy development?

Motivation is the key to almost anything we do in life. Whether it is cleaning

a house, reading a book, or writing a paper; it is always easier to complete a task

when it is something enjoyable and there is self motivation to the reward. In this

technological age my focal students are continuously on computers and/or video

games when they come home from school. As documented in the interview with

Kyle:

“I normally go home and complete my homework, that takes me about an

hour. Once that is done if I don’t have hockey I go on the computer and play Mine

Craft for a few hours. Some days I will listen to music from Youtube while playing a

game. Some days I log into Edmodo and talk to my friends from school or go on

Facebook. I love doing all of these things they are a lot of fun!” (Interview with

Kyle, 2/4/13)

The importance of this interview shows that Kyle views technology in his own

life not only for fun but also for literacy development. It is evidence that multitasking

with different forms of technology is evident in aspects of my students lives outside

of school. They are able to do multiple things while working with different forms of

technology and are able to be successful. This passion for technology is evident not

only in their home life but also in their school work throughout this action based

research study.

40
 Both focal children’s motivation increases when they are able to use

technological devices in the classroom. They both view our virtual learning

classroom Edmodo as a fun learning experience where they wished they were able to

do more on this site. Their responses show that using this tool is a productive use of

time and something that they are actively engaged in, as stated by the poll conducted

at the end of this study on Edmodo.

T. 4. 2 (Poll on Edmodo)

This proves to me that both children enjoy using this tool and want new

devices where they can log into and use this site for all subjects. Looking at

motivation was easy to do on Edmodo because at the end of each assignment they

41
turned in students have to rate what they felt about this activity. Their choices

included awesome, like it, interesting, tough/challenging, not taught in class, need

more time, bored, need help and lost interest. This website prompts students at the

end of each assignment and does not allow students to turn in information without

selecting how they felt about each assignment. Below is an example of a screenshot

that students would see when they are prompted to turn in an assignment.

T. 4. 3 (Edmodo Icons)

In regards to Kyle out of the seventeen assignments he had to complete

throughout this research study he responded awesome all seventeen times. Not only

did he respond awesome to every assignment he also commented a variety of times

stating how the assignments were interesting, fun, or awesome! This written form of

communication shows me that Kyle truly enjoys using technology to complete

assignments. His motivation increased and he was more apt to complete required

assignments not only during school time but also went home and completed

assignments early. Table 4.5.6 shows a response Kyle gave when handing in an

assignment about a Presidents Assignment.

42
F. 4.5. (Presidents Assignment Response from Kyle)

Seeing a written response that stated this proves to me that technology really

does encourage students to complete their assignments. Kyle enjoyed the freedom of

being able to access different files in a digital world and loved being able to express

his thoughts and opinions. Many times during this study you could see Kyle smiling

and talking with his peers about his findings and information he discovered. These

types of comments were rare in a typical (paper and pencil) classroom.

With regards to Christopher out of the seventeen assignments that were

completed during this study he responded awesome fifteen times and interesting five

times. This shows me that Christopher really appreciated and took the time when

considering what icon to put for each assignment. His responses show that he enjoys

the web 2.0 tools we were using in our classroom.

43
 With regard to participation with both of my focal children all of the

assignments were completed to the best of their ability. A few assignments were

even completed early as they went home and worked on a few assignments before

they were assigned. Not only were they actively participating in their own work, in a

variety of assignments like Glogster and Writing a Letter to the President Christopher

actively was helping his peers and discussing his thoughts and opinions as

documented in the following Field Note.

“Christopher helped his friend by reviewing his work on the President’s

Letter and made comments on how to improve his work. He stated how he liked the

topic that he was presenting to the President and how it was similar to his own. He

also critiqued his peer by stating that at one point he said the same information twice

and it should be removed.” (Field Note 5, 2/22/13)

This active process of revising and working with one another helped clarify

information for both Christopher and his peer and enhanced their final presentation

letter. By reading and reviewing each other’s information they were able to discuss

similarities and differences and read something from a different view point. Actively

working with his peers Christopher was able to establish a firm understanding of the

topic of his letter and was able to use his knowledge and this information when

creating a Glogster with his seat mate. He was able to recognize his audience and

who the intended reader was and kept this in mind while he was creating this web 2.0

tool with his peer. He was able to recognize that using a silly graphic on a hotdog

44
text box would have been too simple and not match the audience, as stated in the

following Field Note:

“I don’t think we should use this text box with a hot dog attached to it,

remember we are sending this to the President and not to a child. We want to make

sure this looks sophisticated and something the President would want to read, I don’t

think he would take us seriously if we use a hot dog text box. What do you think?”

(Field Note 7, 3/6/13)

This shows that not only was he able to actively communicate his thoughts to

his peers but he was also able to explain why he was thinking this. This dialogue and

participation with his peers helped enhance their overall Glogster and by opting to not

utilize the hot dog text box their Glogster looks sophisticated and serious.

Christopher eagerly participated and enjoyed bouncing ideas off of his peers when

working in small groups to create a digital project. This discussion proved that

technology has many different outlets that students can choose to utilize while they

are creating new digital projects that can come from a variety of clip arts, or Google

images. If you set a clear purpose at the beginning of instruction on who the audience

is, students can create quality products through discussion and active participation.

Both Kyle and Christopher’s quality of work increased through the use of

technology websites and web 2.0 tools. Both students were actively participating,

working and on task during all activities during this action-based research studies.

These children were observed as being happy, and actively discussing with their peers

information they were finding that corresponded with their final projects. Both

45
students were using text based evidence, complete sentences and vivid descriptions to

support their thinking and reasoning. As shown by the Work Sample by Kyle for his

911 Passage

F.4. 6 (911 Work Sample from Kyle)

You could see how Kyle was actively thinking about the text he was reading

and using text based evidence to support his thinking. Although some of his details

were not accurate, the other pieces of information provided clear topic sentences and

fully answered the questions that were being asked. He was able to expand on his

information and easily change pieces that did not make sense using the delete button

on the computer. His grades in Social Studies, Writing and Reading increased during

this time.

46
 Christopher also was able to provide quality work during this six week study

that showed higher level thinking and skills necessary to be a successful reader and

writer. He was able to produce high quality projects that were full of valid reasons

and pictures that correlate and support his thinking using the web 2.0 tool Glogster.

This project directly correlated with his letter to the President and provided key

important information that are essential to understanding what he wants to change in

America, as shown by his work sample for Glogster.

F.4. 7. (Work Sample Christopher Glogster)

47
 Although this can not be viewed from this paper, Christopher and his seat

mate also linked a song from Sandy Hook that plays in the background of their

Glogster. This adds meaning to their content and really ties the entire project

together. Christopher and his seat mates ideas expanded and grew the more research

they conducted and the more they discussed this. They were able to incorporate

specific pictures that directly correlate with the meaning of their project.

Research Question Three: How do digital literacy activities support academic

literacy development?

In this tech-savy day and age our students are becoming digital natives and

experiencing new forms of learning on a daily basis. There are a variety of different

websites and tools that educators can use to help students with their reading and

writing that are free of cost. This study focused on how web 2.0 tools can enhance

my focal children’s learning in this new digital world that we live in.

48
 Through the use of Edmodo and online virtual learning classroom students

were able to use the traditional paper and pencil writing process method and use the

Internet to research and a Word Document to type their answers. This website is a

free site where educators can attach assignments and students can learn how to

navigate throughout the social media world by interacting with their peers and linking

websites, files, and other items that correlate with specific topics taught in class.

From my findings I have learned that this is not a means to teach students different

concepts, but it can be used to help enhance meaning and show students quality high

level text that are engaging and pertain to topics they are learning about in the

classroom. Below is the website used throughout this action based research study.

T. 4. 4. (Edmodo Website)

49
 This website is preparing students and allowing them to become college and

career ready as they will be utilizing tools similar to this when they are in college.

This website allowed the teacher to monitor students work and respond to students

thinking instantly to help clarify material and provided comments and suggestions on

how to make their thinking more advance and at a higher level. Using this website

throughout this study has inspired my focal children, they have gone home and

discussed this website with their parents and log in on weekends to check their work

and grades. This website has expanded my students thought process and they feel

more confident in using technology. As documented in Field Note 4 by Kyle:

“This is really cool and I feel like I know how to use parts of the computer

better. I have always wondered how you can send information over the Internet and

if we could connect with students outside of school. I am really excited to try this at

home and show my parents!” (Field Note 4, 3/12/13)

This proves that students want to take an active role in the classroom at home

and when they are using web 2.0 tools and social media techniques they become more

inspired and want to connect with their peers outside of the classroom.

Summary:

This study found that technology is an important component in the classroom

and something educators should incorporate into their reading and writing time. It is

quite clear that through the use of web 2.0 tools both focal children were able to

enhance their reading and writing skills and able to produce quality work that were

inspiring and unique to their personalities. Both students were able to independently

50
take on a variety of skills and strategies that were taught in reading class and were

able to transfer these strategies and expand on their answers using new technological

tools. These students clearly benefited from the use of an online learning classroom

where they could share experiences and ideas with their peers. Incorporating

technology into literacy practices is not only motivational to these learners but it will

be beneficial for these students to become lifetime readers and writers in a

technological advanced world.

51
 Chapter Five: Summaries, Conclusions and Recommendations

Conclusions:

This study examined the ways in which online digital medias were used

within a sixth grade classroom. Students were actively engaged in digital 2.0 tools

like Edmodo and Glogster which they used to enhance their research and learning

over a six week time frame. The teacher researcher observed and analyzed the two

focal students’ progress and growth over this time period paying particular attention

to motivation, participation, and quality of work that was affected with regards to

literacy development. Through triangulation of the various data sources, it was found

that using web 2.0 tools to correspond to their literacy activities had a significant

impact on students’ reading and writing development as well as their motivation to

complete assignments and their ability to transfer learning from one setting to

another. However, simply providing student’s with these new web 2.0 tools is not

sufficient enough to show gains in children’s literacy skills. Proper training is needed

both for teachers through professional development and webinars to see how to

incorporate these techniques into the classroom. Students need to have mini-lessons

and instructions on how to use these new technologies to fit their literacy needs.

Providing students with proper instruction as well as guided handouts to assist them

will help them and reduce questions. Students can use the handouts as well as

walking through instruction for a day to help eliminate and reduce questions. These

web 2.0 tools are a powerful tool to use in the classroom when used properly, but

52
allowing students to run free from day one will provide confusion and little growth

for your students.

Instructors and administrators today need to understand the power of

technology and embrace new technological tools to support their student’s learning.

In this ever changing world with new technology being created and implemented

every day school districts need to stay current and utilize these tools to enhance their

students learning. Teachers need to be able to modify, change, and adapt to meet the

growing needs of technology within our society. It is imperative that school districts

begin using these technology web 2.0 tools to enhance their literacy development.

Limitations:

Although this study was useful and provided lots of information. There were

limitations in this study which included a small sample size of sixth grade students.

Only two focal students were observed during this study both of whom were highly

motivated by technology. This may have changed if I chose other students to focus

on, or focused this study across different grade levels. This research also took place

in a rural community, and it cannot be generalized as an answer for suburban and

urban contexts. Only two types of web 2.0 tools were utilized throughout this study

and other tools were not introduced during this study.

Implications for Focal Children’s Literacy Development:

In both Kyle and Christopher’s case, they both thrive off technology and using

new types of technology to enhance their learning and literary development. Both

students literacy development revolved around motivation to socialize with their

53
peers, create new multimodal projects, and their ability to collaborate effectively with

their peers to enhance their understanding of new forms of technology and clarify

confusions.

Implications for Future Teaching:

The findings from this study have already informed my future teaching in

many ways. I will continue to incorporate online technology web 2.0 tools in my

classroom in both reading and writing and will expand this to other subjects as well. I

have encouraged other educators in my school district and gave a professional

development workshop on using Edmodo to enhance literacy development in the

elementary grades. So far five other teachers in my school are beginning to

implement and use Edmodo with their classrooms including the three other sixth

grade teachers.

To help further development student’s literacy development I am going to

encourage students to use Edmodo at home (which my group of students have done

this school year) to help clarify assignments and blog back and forth on literacy

related topics. Using this site at home will help reinforce literacy skills, provide them

with access to past assignments completed, videos on skills, as well as other

information that will help them with understanding the curriculum. This is a great

gateway to home connections and parents can log on using their own account that

they can create to stay current on their students work. Next year when I use this

program in my classroom, I plan on having a parent workshop where I can teach them

how to use Edmodo and how to view their child’s work and comment on the classes

54
work. It is a great way to connect home life and classroom life. Parents can stay

actively involved in viewing their child’s assignment as well as learning how to

further skills at home.

As an educator, I know how important it is to stay current on new findings. It

will be my responsibility to better myself as an educator by attending professional

development workshops and webinars on new forms of technology. I need to be

willing to take risks and try new forms of technology to best fit the needs of my

students. I have to make sure that these forms of technology are research-based

strategies and tools that can be used to help enhance their learning. I have seen first

hand how this form of technology has improved not only my focal students reading

and writing but all of my students. They would ask everyday when we can go to the

computer lab, and many would log on at home to complete required assignments.

This motivation and encouragement proves to me just how much technology can

impact my students world, and leaves me believing that technological paths like

Edmodo and Glogster are a great resource and something I will continue to use for

the rest of this school year and for years to come. As an educator it is important to

remember that not all students learn the same way and some would benefit from

further instruction and mini lessons to fully understand these new technological

devices. It is crucial to create technology lessons that actively engaging and allowing

my students to express their ideas and thoughts through a variety of social

interactions.

55
Recommendations for Future Researchers:

The Internet is rapidly changing the way students view the world we live in.

Many of these students come to school with prior knowledge about online games,

blogging, social media, and exploring websites. As educators it is our responsibility

to teach our students not only about the safety of using the Internet, but how they can

use technology to enhance their learning. Teaching students how to read and write

online has become a priority so that they can become fully literate in today’s digital

world (Hobbs, 2011). The Internet and web 2.0 tools requires students to develop

new ways to incorporate reading and writing into their schema. Literacy in the 21st

century involves more than teaching students to read books and write using paper and

pencil. Instead educators must teach their students how to incorporate these strategies

and skills into other technologies.

The findings of this study will not only benefit myself but current and future

educators as we move into this digital age of learning. As school districts,

administrators and teachers look for new and creative ways to use technology in their

classroom web 2.0 tools can be strongly considered as the wave of the future and a

new way to integrate reading and writing in this digital age. It is extremely important

for educators to realize that students can not complete this task alone, their needs to

be a gradual release of responsibility full of proper instruction and modeling for

students to fully understand how to use these tools. Breaking it into parts and

chunking the information will be more effective rather than providing them a whole

56
lot of information at one time. Using handouts to help full of pictures (with younger

grade levels) and words (with older) will help scaffold information down to students.

In order to stay current with new technology tools attending professional

development workshops and webinars are crucial to understanding and implementing

these types of technology effectively. Proper training is essential and educators need

to fully understand how to use this piece of technology before showing their students.

Appropriately matching the needs of our students with the write forms of technology

will help enhance literacy instruction and development but will take time. Being able

to take risks and try something new is important to help our students succeed and

become college and career ready.

57
 References

Avila, J., & Moore, M. (2012). Critical literacy, digital literacies, and common core
state standards: A workable union?. Theory into practice, 51(1), 27-33.

Basham, J., Perry, E., & Meyer, H. (2011). It's in the bag digital backpacks for
project-based learning. Learning and leading with technology, 24-27.

Bittman, M., Rutherford, L., Brown, J., & Unsworth, L. (2011). Digital natives? new
and old media and children's outcomes. Australian journal of education,
55(2), 161-175.

Dawson, K. (2012). Using action research projects to examine teacher technology

integration practices. Journal of digital learning in teacher education,
28(3), 117-124.

Ertl, B., & Helling, K. (2011). Promoting gender equality in digital literacy.
Educational computing research, 45(4), 477-503.

Eyal, L. (2012). Digital assessment literacy - the core role of the teacher in a digital
environment. Educational technology & society, 15(2), 37-49.

Felvegi, E., & Matthew, K. (2012). ebooks and literacy in k-12 schools. Computers in
the schools, 29(1), 40-52.

Forzani, E., & Leu, D. (2012). New literacies for new learners: The need for digital
technologies in primary classrooms. The educational forum, 76(4), 421-
424.

Gee, J. (2012). The old and new in the new digital literacies. The educational forum,
76(4), 418-420.

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Greenhow, C., & Gleason, B. (2012). Twitteracy: Tweeting as a new literacy practice.
The educational forum, 76(4), 464-478.

Greer, J., & Yan, Y. (2011). Newspapers connect with readers through multiple
digital tools. Newspaper research journal, 32(4), 83-97.

Gumble, A. (2012). Finding a voice: Freedom through digital literacies. The

educational forum, 76(4), 434-437.

Gunter, G. (2012). Digital booktalk: Creating a community of avid readers, one video
at a time. Computers in the schools, 29(1), 135-156.

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge
quest, 39(5), 12-17.

Hudson , H. (2011). The digital divide. Scholastic instructor, 3, 46-50.

Link, J. (2012). Literacy 2.0 teaching students in the skills needed to succeed in our
information economy. The education digest, 25-29.

Ryan, T. (2012). Digital teachers reshaping literacy experiences. Kappa delta pi

record, 48, 92-94.

Saine, P. (2012). Ipods, ipads, and the smartboard: Transforming literacy instruction
and student learning. The nera journal, 47(2), 74-79.

Saine, P., Wertz, J., & Gehr, L. (2012). "they read the book, now what?" using digital
literacy to engage today’s students with books. The nera journal, 48(1),
104-111.

Wake, D. (2012). Exploring rural contexts with digital storytelling. Rural educator.

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Wise, P. (2012). Emerging technologies and their impact on disability. The future of
children, 22(1), 169-191.

60
Appendices

Appendix A: Parent Letter

Appendix B: Observational Field Notes Form (Blank Copy)

Appendix C: Writing Trait Rubric

Appendix D: Student Interview Questions

Appendix E: Technology Attitude Survey

Appendix F: Glogster Handout Sheet

Appendix G: Common Core Standards 6th Grade

Appendix H: Edmodo Website

Appendix I: Technology Survey Answers

Appendix J: Other Work Samples by Kyle

Appendix K: Other Works Samples for both Kyle and Christopher

Appendix L: Other Work Samples for Christopher

Appendix M: Field Notes

61
Appendix A: Parent Letter

January 2, 2012

Dear Parent or Guardian,

As many of you know I am currently working on my Master’s degree in the department of Education
and Human Development at SUNY Brockport. For my thesis, I am conducting a study regarding
technology and its effect on sixth grade student’s literacy development.

As part of my study, I will be asking students to complete the following:

- Technology Attitude Survey- a survey on their feelings about technology, 35 questions answered
by circling their thoughts about each question. This survey will be given twice, at the beginning
of the study and at the end.
! Reading Instruction Lessons – twice a week reading instruction with a focus on comprehension
and writing will be completed in the computer lab using different forms of technology like ePals,
Photostory Three, and Glogster.
! Observational Field Notes – observational notes will be recorded regarding your child’s
demonstrated technology experiences during the duration of the six-week long study.
! Informal Interviews – interviews will be given in a natural and conversational, informal method. I
may also collect student work samples and audio tapings of interviews and/or technology related
experiences so that I may transcribe them accurately.

If you grant consent for your child to participate in this study, work samples may be collected from
your child. Observational notes will be taken on you child’s technology experiences. Interviews about
technology experiences may be audiotaped so that excerpts can be recorded accurately. The
audiotapes, interviews, and observational notes will be destroyed at the end of the study.

Participation in this study will not impact your child’s grade negatively or positively.

The enclosed Guardian Consent form includes information about your child’s rights as a project
participant, including how I will protect his/her privacy. Please read the form carefully. If you are
willing to allow your child’s participation, please indicate your consent by signing the attached
statement.

Thank you in advance for your consideration.

Sincerely,

Lauren Spiotta Dr. Dong-shin Shin

Graduate Student, SUNY Brrockport Thesis Advisor at SUNY Brockport
Sixth Grade Teacher Teacher [email protected]
[email protected] (585) 395 - 5007

62
Appendix B: Observational Field Notes Form (Blank Copy)

Date:
Teacher Name:
Observer:
School:
Time start: Time Stop:
Subject:
Class (e.g., mainstream, inclusive class):
Grade Level:
Location:
Class Layout:
Group Configurations:
Grouping strategies:
Instruction materials

Classroom Observation Fieldnotes

Observations Interpretations
Phase

Phase I

Phase II

Phase III

63
 Appendix C: Writing Trait Rubric

Name: ___________________________________
Sixth Grade Standards Writing Rubric
Sentence Fluency Conventions Voice Word Choice

Writing is 4 Author always uses 4 Distinctive style; 4 Author always 4

consistently smooth, pronouns and verb reader “hears” chooses precise,
with a variety of tenses correctly; author speaking. colorful words and
sentence structures. punctuation of Engages the uses them correctly.
Simple, compound, sentences is correct. reader’s interest by No “dead” words
and complex All proper nouns and showing used. Word choice
sentences are used initial words in exceptional shows awareness of
correctly. sentences are knowledge and audience.
capitalized. Spelling interest in topic.
is correct throughout
paper.
Writing is mostly 3 Mostly correct usage 3 Some glimpses of a 3 Author mostly 3
smooth, with a of pronouns, verb distinctive style. chooses precise,
variety of sentence tenses, punctuation, Writing colorful words.
structures. capitalization, and communicates some Limited use of
Sentences are used spelling. personal knowledge “dead” words. Word
mostly correctly. and interest in topic. choice shows some
awareness of
audience.
Some variety of 2 Some difficulty 2 Not much personal 2 Author tends to 2
sentence structures using correct style. Occasional choose general
used, but some pronouns, verb glimpses of author’s rather than precise
sentence structures tenses, punctuation, interest and words. Some
are used incorrectly. capitalization, and knowledge. incorrect usage.
spelling. Many “dead” words
used. Word choice
shows limited
awareness of
audience.

64
 Sentence Fluency Conventions Voice Word Choice

Author writes in 1 Poor use of 1 Mistakes and lack 1 Author has difficulty 1
fragments or run-on pronouns, verb of care indicate choosing the proper
sentences with some tenses, punctuation, author’s lack of word. Full of “dead”
complete simple capitalization, and interest and words. No
sentences. spelling. knowledge. awareness of
audience.

65
 Ideas and Content Organization Presentation

Writing is clear, 4 Extremely well- 4 Each page is carefully 4

coherent, and focused organized, using written or typed,
and shows awareness of patterns such as unwrinkled, and clean.
audience. Lead is compare/contrast and Margins are straight:
attention- grabbing and order of importance special care has been
states the purpose for throughout paper. taken with titles and
writing with Writing clearly headings; illustrations
sophistication. Main progresses through are carefully inserted.
ideas are supported by beginning, middle, and All guidelines followed.
relevant facts, details, ending.
and explanations;
conclusion includes
personal summary,
reaction, or
understanding.
Writing is clear, usually 3 Well-organized; 3 Neatly and carefully 3
focused, and shows patterns are mostly written; straight
awareness of audience. effective and used margins; unwrinkled
Lead is somewhat fairly consistently. paper. Most guidelines
attention grabbing; Writing progresses followed.
purpose is clear. Main through a beginning,
ideas are mostly middle, and ending.
supported by relevant
facts, details, and
explanations; fails to
conclude with personal
summary or
understanding.
Writing is somewhat 2 Somewhat organized, 2 Generally neat, but 2
clear, though unfocused, but fails to write a clear shows a few smudges or
and shows little beginning, middle, and corrected errors. Some
awareness of audience. ending. guidelines followed.
Opening is dull. Main
ideas are not well
supported;
Conclusion includes
only very general
summary/observation.
Writing is somewhat 1 Writing is 1 Paper is so wrinkled and 1
incoherent, and disorganized; hard to messy that reader does
unfocused, no awareness notice a pattern not want to touch it.
of audience. Main ideas Guidelines not
are unsupported. No followed.
summary or
understanding.

66
Appendix D: Student Interview Questions

Interview Questions:

- Do you have a computer at home?

- If yes, does this computer have access to the Internet?
- How many days a week do you go on the computer?
- Do you have a Facebook?
- Do you like doing things on the computer?
- What would you like to learn on the computers?
- Do you think we should use technology more in our classroom?

67
68
Appendix E: Technology Attitude Survey
Technology Attitude Test

Name: ______________________________________

Instructions: Please read each statement and then place an X in the box which best
shows how you feel.

SD = Strongly Disagree D= Disagree U=Undecided A= Agree SA=Strongly

Agree

Question SD D U A SA

I enjoy doing things on the computer.

I am tired of using the computer.

I will be able to get a good job if I learn

how to use a computer.

I concentrate on a computer when I use

one.

I enjoy computer games very much.

Writing on a computer is easier for me.

I work harder when I use computers

I know that computers give me

opportunities to learn many new things.

I can learn many things when I use a

computer.

I enjoy lessons on the computer.

I believe that it is important for me to

learn how to use a computer.

I think computers are very easy to use.

69
 Question SD D U A SA

I feel comfortable working with a

computer.

I am a fast typer.

Computers are difficult to use.

I can learn more from books than from a

computer.

I enjoy using Spelling City on the

Computer.

I enjoy writing stories on the computer.

I can easily navigate around the Internet.

I would like to do more work on the

computers.

I’ll need a firm mastery of computers for

my future work (high school and
college).

I want to learn more about computers.

A computer test would scare me.

Computers are a great way to interact

with people around the world.

I see the computer as something I will

rarely use in my daily life as an adult.

Computers will help me learn more

information about specific topics.

Computers are exciting.

70
 Question SD D U A SA

Learning to operate computers is like

learning any new skill - the more you
practice, the better you become.

I like to read books on IPads, Nooks,

Kindles, Etc.

I have used Skype on the Computer.

I would like to connect with different

people around the world using
computers.

I would rather send a text message then

make a phone call.

I would rather type my notes in class than

write them in a journal.

I think Facebook, Twitter, Blogging is

important.

Instructions: Place an ‘x” between each adjective pair to indicate how you feel about
the object.

Computers are:

Unlikeable ____ ____ ____ ____ ____ Likeable

Unhappy ____ ____ ____ ____ ____ Happy

Bad ____ ____ ____ ____ ____ Good

Uncomfortable ____ ____ ____ ____ ____ Comfortable

Dull ____ ____ ____ ____ ____ Exciting

71
Appendix F: Glogster Handout Sheet

Welcome to Glogster!

Steps to help you login:

1) Go to http://edu.glogster.com
2) Click on the Log In, in the upper-right hand corner of the page.
3) Enter your given Nickname: ______________________ and Password:
orange
1) Keep this information in a safe spot. It will be your log in
information for the whole school year.

Creating a Glog:

1) Click on the Glog section and click on Create your first glog
2) A bunch of different types of pre-made glogs will appear.
3) For this assignment please click on: Assignment layout. For future
assignments you will be able to create your own from any layout.
4) Deleting images/text off your screen.
1) Click on whatever you want deleted. In the top right hand corner
click on the trash can.

70
5) The Tools button in the top left hand corner is going to be your lifeline
throughout this entire journey. It is where you will be able to create your
glog and make it unique. To get out of the Tools button click on the X in
the top right hand corner.

1) Changing the background:

1) Go into Tools:
2) On the top click on Wall:
3) Click on Gallery in the left hand corner.
4) Search around for one you may like.
5) When you find one you want to use click on Use It.
2) Changing the text
1) Click on the space from default layout where you can type.
1) Type what you want it to say first.
2) You can then highlight the text and change the font.
3) You can highlight it and using the big dot change the
size of the font. Bigger to the right, Smaller to the left
4) Choose a color or click on all colors to change the
color.
2) If you want a new text box.
1) Go into tools.
2) Click on Text.
3) Click around till you find one. Be sure to explore the
different options using the left hand side to guide you.
4) When you have found one you like click use it.
3) Adding graphics (there are lots to choose from but it is hard to
search)
1) Go into tools
2) Click on graphics
3) Explore on the left hand side.
4) When you find one you like click on use it. This will make it
appear in your glog.
4) Adding images.
1) Go into tools
2) Click on image

71
 1) My Images:
1) This will show you any images that are saved to
your H Drive.
2) Google
1) This allows you to search for any image you
want to put on your glog.
3) When you find one that you like click use it.
5) Adding videos
3) Go into tools
4) Click on video at the top.
1) My video:
1) This will show you any videos that are saved to
your H Drive.
2) Youtube:
1) This will allow you to search any video on
Youtube and place it into your glogster.
1) You must make sure it is appropriate.
My advice is to view it first in youtube.
5) When you find a video that you like click use it.
6) Note: You will not be able to listen to your video until you are
finished with your glogster.
6) Resizing images
4) Double click on the image/text you wish to resize.
5) Using the arrows drag it to make it bigger or smaller.
6) You can also use the turn arrows to make the image rotate.

7) Saving your work:

4) Click on the preview button first to make sure that it is perfect.
5) Then in the box next to the preview button give your glogster a
name. Example: Year Round Schooling.
6) Then click save.

72
 3) Click on Discipline for what your Glog matches.
1) Example: Writing - - Click on Language Arts
4) Click on Grade 6
5) Next click on Finished or Unfinished.

When you log back into Glogster you can click on edit to continue working on
your Glog.

Have fun! Be creative and Happy Glogging! :)

73
Appendix G: Common Core Standards 6th Grade

74
75
76
Appendix H: Edmodo Website

77
Appendix I: Technology Survey Answers

Kyle’s Answers:

! "#!
! "$!
! #%!
Christopher’s Answers:

! #&!
! #'!
! #(!
! #)!
Appendix J: Other Work Samples by Kyle

! #*!
! #+!
! #"!
! ##!
! #$!
! $%!
! $&!
! $'!
! $(!
! $)!
! $*!
! $+!
! $"!
Glogster Example:

! $#!
! $$!
! &%%!
Appendix K: Other Work Samples for both Kyle and Christopher

Kyle’s Response: Awesome

Christopher's Response: Awesome

101
102
Appendix L: Other Work Samples for Christopher

103
President Letter First Draft:

104
105
Glogster Example:

106
 Appendix M: Field Notes

Date: February 4, 2013

Teacher Name: Lauren Spiotta
Observer: Lauren Spiotta
School: Happy Intermediate School
Time Start: 1:30 pm Time Stop: 2:00 pm
Subject: Independent Reading Time
Class: DEAR Time
Grade Level: 6th Grade
Location: Classroom
Class Layout: In the classroom: Desks are arranged in groups of four or five.
During this time students are allowed to sit anywhere in the classroom as long
as they are reading. No more than three students are allowed at the rug and
only two students with pillows.
Group Configurations: Independent work session.
Participant Observed: Kyle

Classroom Observational Field Notes

Phases Observations Interpretations

Phase I Teacher instructed students it was

time for DEAR.
Kyle asked Miss Spiotta to use an
IPad while reading today.

107
 Phases Observations Interpretations

Phase II Miss Spiotta conferenced with Kyle

during DEAR Time for 4 minutes.
Kyle continued reading the story The
Lightening Thief by Rick Riordian.
He immediately sat down and found
where he left off and continued
reading. He went back into his
reading and looked over the
previous chapter (Chapter 2) paying
particular attention to the highlighted
notes.
Kyle stated “I really like being able to
highlight on the IPad because it
helps me remember the important
information, you can!t do that in a
real book”

Phase III Miss Spiotta instructed the students

that it was time to clean up and get
ready for Writers Workshop.
Kyle came over to Miss Spiotta and
stated “This is my favorite thing,
thank you for letting me read on this
today!” Smiling he returned the IPad
and went back to his seat.

Date: February 5, 2013

Teacher Name: Lauren Spiotta
Observer: Lauren Spiotta
School: Happy Intermediate School
Time Start: 2:00 pm Time Stop: 2:50 pm
Subject: Social Studies
Class: Technology Survey/ Greece Brochure
Grade Level: 6th Grade
Location: Classroom/ ComputerLab
Class Layout: In the classroom: Desks are arranged in groups of four or five.
In the computer lab: Stations are arranged in long rows.
Group Configurations: Whole Group, Small Group, Independent work session.
Participant Observed: Kyle

108
 Classroom Observation Field Notes

Phase Observations Interpretations

Phase I: - Teacher passed out survey on - Students were actively

Whole Technology for students to engaged and excited to share
Group complete. information about technology.
- Instructions were given and - Kyle didn!t place his name on
students needed to take out a his paper.
pencil to complete each section. - Kyle was pulled to the back
The first section was modeled. table with smaller group to
complete this survey.

Phase II: - Teacher pulled a small group of - Kyle was excited to take the
Small Group students to the back table to survey and to describe in
complete their technology survey. detail all of his likes and
- Miss Spiotta read all of the dislikes about technology.
questions to the students at the - When talking with his group he
back table and they checked the tried to get off topic, talking
box that best fit their ideas. about Mine Craft when the
question about video games
came. Miss Spiotta
immediately redirected and
refocused Kyle.
- Kyle forget to bring his pencil
back to the table and kept
talking to Miss. Spiotta about
how excited he is and how
much he loves technology.
- Kyle was smiling from ear to
ear during the survey.

109
 Phase Observations Interpretations

Phase III: - After everyone was done - Kyle needed the directions
Whole completing their Technology repeated and reminders to
Group Survey the teacher instructed the bring his pencil and notes to
students to take out their notes for help him finish his brochure.
their Greece Brochure. - Kyle was very excited to be
- Students were instructed to log into using the computer and logged
the computer and continue working in quickly and got started right
on their Greece Brochure. away.
- Kyle was finishing putting
pictures into his brochure and
using some ideas taught by
the teacher last week on
inserting clip art from the
Internet. He was actively
engaged and while he was
logging in was talking to his
peers about how “cool” his
brochure was looking.

Phase IV: - Students were instructed to use - Kyle tried out lots of different
Independent this time to finish working on their text styles to see which one
Greece Brochure. worked best with his brochure.
- They were instructed that they - He changed the color and
would have two days left in the added lots of pictures
Computer Lab to finish up their exclaiming to the teacher
projects. every time this picture makes
my brochure look so much
better.
- Kyle continued working on his
brochure mostly focusing on
changing the text and adding
pictures to enhance the
meaning of the text.

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 Phase Observations Interpretations

Phase V: - Students were then instructed with - Kyle was giving appropriate
Small Group ten minutes left to meet with their critique to his peers
small group and discuss their particularly noting how the
brochures. They were sharing colors made another students
what they have made with brochure more interesting.
brochures and giving suggestions - Kyle wrote down feedback
and compliments to their peers. from his peers so he could add
or adjust his brochure the
following day.

Date: February 7, 2013

Teacher Name: Lauren Spiotta
Observer: Lauren Spiotta
School: Happy Intermediate School
Time Start: 1:00 pm Time Stop: 1:40 pm
Subject: Science
Class: Webquest/ Planet Powerpoint
Grade Level: 6th Grade
Location: Classroom/ ComputerLab
Class Layout: Computer Lab: Stations are arranged in long rows.
Group Configurations: Whole Group, Partner Work
Participants Observed: Kyle and Christopher

111
 Classroom Observation Field Notes

Phases Observation Interpretations

Phase I: - Teacher instructed students to get - Christopher and Kyle gathered

Whole out their Webquest worksheets on all of their materials quickly
Group their Planet. and signed into the computer
- Students were then instructed to chatting about what they had
log into their computers and open to work on today.
up their Planet Powerpoint. - They discussed how they had
- Once all of the students were to fix the last slide and add a
logged in the teacher taught a mini few more pieces of information
lesson on adding sound and and then add sounds and
effects into their powerpoint. movement for their
- After the short mini lesson and all presentation.
of the groups showed how to add - Christopher mentioned how he
sound and effects to their title page wanted to add a few more
students were instructed to pictures as well, while Kyle
continue working on their Space wanted to change the text to
Powerpoints. They were reminded fly in on the last page.
that today would be the last day - Once the computer logged in
and then they would need to they were actively paying
submit their assignments into Miss attention and watching during
Spiotta!s dropbox. the Mini Lesson.
- Kyle whispered to Christopher
that he was glad the teacher
was teaching this because this
is what he wanted to do today.
- The boys helped one another
in figuring out how to add fly in
effects for their title page.

112
 Phases Observation Interpretations

Phase II: - Students were instructed to - Christopher and Sunny were

Partner continue working with the peers on working hard on finishing their
Work the finishing touches of their project.
Powerpoints. - Christopher was showing Kyle
how to add pictures to the
background of each slide and
Kyle was showing Christopher
how to add new Word Art for
their slide.
- They continued working
together nicely discussing
what would make their
presentation “better”.
- Kyle stated to Christopher how
the yellow color on their
second slide would be hard for
the readers to view so they
decided to change the color to
black.
- They then submitted the
assignment and printed out a
copy for each of them so it
would help them when they
present their topic tomorrow.
- They then used a highlighter to
split up the slides, noting who
was going to talk and describe
each slide.
- They both talked about how
they were excited to be expert
astronomers on their planet
and couldn!t wait to share all of
these ideas with their friends.

113
 Date: February 11, 2013
Teacher Name: Lauren Spiotta
Observer: Lauren Spiotta
School: Happy Intermediate School
Time Start: 1:00 pm Time Stop: 1:30 pm
Subject: Writing
Class: Glogster/Writers Notebook
Grade Level: 6th Grade
Location: Classroom
Class Layout: Desks are arranged in a V shape with two desks per group.
Group Configurations: Whole Group, Partner Work, Independent, One-to-One
Participants Observed: Kyle and Christopher

Classroom Observation Field Notes

Phases Observations Interpretations

Phase I: - The teacher introduced how over - Chirstopher contributed with

Whole the next few weeks they will be persuasive topics and stated
Group working on a writing project with a how it could be about vending
partner on a persuasive topic of machines in the cafeteria.
their choosing. - Kyle contributed another topic
- She referred to the Anchor Chart in on getting IPads for everyone
the classroom on Persuasive in the classroom.
Writing and reminded the students
about Valid Reasons that need to
be used to enhance their writing.
- As a class the students created a
graphic organizer on Persuasive
Topics that the students may want
to use for their project.

Phase II: - The students were then instructed - Kyle immediately started
Independent to write down their top three topics writing and thinking about the
One-to-One they would want to do a topics he wants to write about.
Persuasive piece about. - Christopher sat and took a few
minutes before he started
writing. He told his teacher “I
just want to be sure that my
choices are good choices”
showing how he is actively
thinking about the topic.

114
 Phases Observations Interpretations

Phase III: - After five minutes the teacher - Christopher exclaimed “this is
Whole called the students back to a whole so awesome!” as he was
Group group setting and directed their viewing the Glogster that was
attention to the Smartboard. the exemplar for the students.
- The teacher introduced how they - Kyle said he couldn!t wait to
would be creating a poster on their get started and asked a
Persuasive topic using a new question on where would they
website called Glogster. get the videos from?
- The teacher then showed her own - Kyle and Christopher both
Glogster on Year Round Schooling agreed that they would not like
pointing out all of the key Year Round Schooling.
information that they will be - They were both smiling
required to have eventually with throughout the entire
their writing project. These parts presentation and were actively
include information about the topic, engaged and Christopher was
valid reasons, pictures and a video taking notes on information he
that supports their persuasive wanted to remember.
topic.
- The teacher then asked who after
reading the Glogster Poster on
Year Round Schooling would be in
favor of this?

Phase IV: - The teacher then paired the - Sunny and Christopher were
Partner students off so they could discuss not paired together because
Work the topics they wanted to talk they considered doing the
about. She grouped the students different topic.
based on the topics that were most - They both were actively
interesting for them. They only had discussing and talking about
about 5 minutes to do this. all of the reasons they would
want to include with their
partners.
- They started a list of all the
reasons they could use that
would be valid and discussed
about the pictures they would
want to include that correlates
with that topic.

115
Date: February 12, 2013
Teacher Name: Lauren Spiotta
Observer: Lauren Spiotta
School: Happy Intermediate School
Time Start: 2:00 pm Time Stop: 2:50 pm
Subject: Language Arts/Social Studies
Class: Edmodo
Grade Level: 6th Grade
Location: Computer Lab
Class Layout: Stations are arranged in rows.
Group Configurations: Whole Group, Independent, One-to-one.
Participants Observed: Kyle and Christopher

116
 Classroom Observation Field Notes

Phases Observations Interpretations

Phase I: - The teacher described how the - Sunny and Christopher were
Whole students would be using a new both listening to all of the
Group form of Technology in the directions.
classroom called Edmodo. She - They both quickly logged into
described how with this website the computer and got right on
they would be blogging and posting the Internet without needing
and responding to different articles. any reminders.
- The teacher brought up the - As we were going step by step
website and showed the students through each instruction to log
what Edmodo looked like and how in Kyle struggled with entering
they would be incorporating this in the required information at
website in their Reading and the time they were given. He
Writing. didn!t enter in the correct
- Students were then instructed to group code and his friend
log into the computer and pull up sitting next to him helped him.
the Internet. The teacher took - Christopher quickly was able
them step by step in logging them to navigate and log in and
into Edmodo and described how started exploring the site while
they needed to write down their other students were still
information (username and logging in.
password) in their Assignment - Kyle forgot to write down his
Notebooks. information that he used for
- Mini Lesson: On blogging and his Username and Password
posting their responses to an and needed reminders from
article title Rosa Parks. his teacher to write down the
- Teacher also showed students how information.
to take a poll using Edmodo.

117
 Phases Observations Interpretations

Phase II: - Students were then instructed to - Both students got right to work
Independent complete a specific task which and easily navigated
One-to-One included a reading about Rosa throughout each section.
Parks and answering higher level - Kyle at first struggled with
thinking questions that correlate going from one screen to the
with their reading. other and asked if he could
print out the questions that
needed to be answered to help
guide him. (Which was
allowed).
- Christopher quickly answered
all of the questions (he is a
fast typer) and then helped his
peers when he was finished
and showed them how to turn
in the assignment.
- Kyle only got to finish
answering two questions
before submitting it. He stated
how he really enjoyed doing
this when I asked him, but he
said that he liked printing out
the questions so he didn!t
have to keep going back and
forth.

118
 Phases Observations Interpretations

Phase III: - At the end of the period students - Both students responded to
Whole were instructed to complete a poll the poll How do you feel about
Group about how they feel about using using Edmodo in our
Edmodo in the classroom. classroom? with the answer:
- They then were given another This is awesome! I wish we
quick mini lesson on how they can could use it all of the time.
use Edmodo at home to access - They were so excited to share
their homework as well as respond their thoughts with their peers
to posts from their peers. and both responded to the
section and blogged about
how much they love using this
website.
- Kyle stated how he was this
site is really cool and he
always wondered how to send
information over the Internet.
He talked about how he
couldn!t wait to show his
parents and to connect with
his peers over the weekend.

119
Date: February 22, 2013
Teacher Name: Lauren Spiotta
School: Happy Intermediate School
Time Start: 2:10 pm Time Stop: 2:50 pm
Subject: Edmodo
Class: Language Arts/Writing
Grade Level: 6th Grade
Location: ComputerLab
Class Layout: Stations are arranged in long rows.
Group Configurations: Whole Group, Small Group, Independent Work
Session
Participant Observed: Christopher

120
 Classroom Observation Field Notes

Phases Observations Interpretations

Phase I 2:10 T: Miss Spiota reminded students Christopher opened the

they about the letter they were document and started to type
writing to President Obama his written draft.
T: “Open Edmodo. Log in: Scroll Christopher asked Miss Spiotta
down, select president activity. Open about “how long a good letter
Word Document. Be sure to save should be?”
the document using save as with She replied to him with “At least
your name. 4 paragraphs”
Students were typing their letters. Christopher teaches his peers
Some students were searching for how to use adding new words to
more information and vlid reasons in the dictionary (New words: Add
Google. to dictionary)
Christopher typed quickly (2.5
paragraphs in 5 minutes)
Christopher used Spelling
Function. To add details, he
reread what he wrote.
(Highlighting his letter sentence
by sentence, he read)

Phase II Students reread what they typed to Christopher and his seat mate
add details. read his letter to add the 4th
Miss Spiotta mentioned adding paragraph.
details to convince/persuade
President Obama to respond.
Students asked Miss Spiotta if it is
okay for them to use their real
contact information. The teacher
told her students to be cautious
about sharing their contact
information and the information for
the school is enough for this
assignment. A group of students
were talking about using a fake
number - e.g. a local car injury law
office of William Mattar: 444-4444

121
 Phases Observations Interpretations

Phase III Miss Spiotta asked students to read Christopher and his seat mate
2:35 each other!s writing for review. I told (Casey) briefly checked each
students to save their work not to other!s screens and talked
lose what they wrote. about the “add” function of Word
Dictionary to correct the words
underlined in red.
Christopher and a boy reviewed
each other!s texts for peer
feedback.
Christopher pointed out that his
peer stated the same
information twice. His peer
commented that Christopher
used the spell checking function
well.

Phase IV Miss Spiotta wrapped up the lesson.

2:50 She told students to save their files
and exit out. She introduced a
weekend extra credit work to
students on the Edmodo site.
After moving to their homeroom
classroom, Miss Spiotta asked
students about their weekend plans
and the frequency they use IPads,
IPods, IPhones, or computers
outside of school. Students
commented “at least once a day”.

122
Date: February 26, 2013
Teacher Name: Lauren Spiotta
School: Happy Intermediate School
Time Start: 2:10 pm Time Stop: 2:50 pm
Subject: Edmodo/Finishing Greece Brochure
Class: Language Arts/Writing
Grade Level: 6th Grade
Location: ComputerLab
Class Layout: Stations are arranged in long rows.
Group Configurations: Whole Group, Independent work session.
Participant Observed: Christopher

Classroom Observation Field Notes

Phases Observations Interpretations

Phase I 2:10 Miss Spiotta logged on to the Christopher didn!t find the
Edmodo site while using the comments from his teacher.
Smartboard. The teacher said she would
resubmit her comments later
T: “How many of you submitted the this evening.
president letter?”

Students checked their grades for

their first draft. Miss Spiotta told the
students to revise their letters
drawing on her feedback on the
letters.
"Students were learning how to use
the comment function to read the
teacher!s comments.

123
 Phases Observations Interpretations

Phase II Students were revising their first Christopher opened his Greece
drafts. Brochure using the Microsoft
Publisher program. He found a
website
(http:www.crystalinks.com.gree
keducation.html/) and got more
information about Greece. After
he finished reading parts of the
website, he typed the
information in his brochure
summarizing the information.
Christopher reread what he
added while highlighting
sentences of each column. He
changed font styles (i.e., bold)
and the size of the borderlines
of the boxes. He corrected
spelling errors.
Christopher goggled an image
of Olympic Rings and inserted
the image into the brochure. He
checked Clip Arts on Window to
find an image relevant to
Greece. He then googled
images about Greece and
selected a cartoon image
“Greece Sparta”. He stated
Cartoons are “more like kids”.
Christopher copied the Sparta
cartoon into Word and resized it
to paste it onto the brochure.
Christopher also researched the
flag of Greece in Google and
inserted the picture into the
brochure.

124
 Phases Observations Interpretations

Phase III Miss Spiotta explained that revising

is an important component with
good writing. She told the students
that J.K. Rolling revised her novel 34
times. She told them to review and
check if their writing makes sense
and to check conventions.

125