#19: Does technology help or harm literacy?

    This is a loaded question, and from the research I've done, it depends on your view of "literacy" and which article you're reading. Dictionary.com defines litearcy as "the ability to read or write". With this simplistic definition, I would think it would be difficult to find hard evidence that technology is harming the ability to read or write for students. Walk in many classroom today, and the ability to read and write is being enhanced with iPad apps, computer software, and Web 2.0 tools. This enhancement is simply that, and technology hasn't and never will be able to replace the role of an effective teacher.
     I did some research to see what was out there on this topic, and came across several articles. One of which painted technology and literacy in a harmonious marriage. The article states "Today’s teens have grown up zooming among hyperlinks in cyberspace and conversing in an online world of Twitter and text messaging where acronyms, assorted shortcuts and creative punctuation have redefined everyday discourse. And while it may not carry the gravitas of Dostoevsky, it all adds up: Experts figure that kids today read and write even more than previous generations. And they do so in a broader and more complex environment—though not always in academic ways." (http://essentialeducator.org/?p=5854) I observe my students all day, every day, and I think students do read and write just as much as previous generations, however, the types of reading and compositions have drastically shifted. Furthermore, iPad apps and computer software open the doors for students to read and interact with the text in ways never imaginable years ago. For example, I had the students in my class last year complete a iPad project using an application called "My Story". The students had to choose five Greek/Latin words from the year and create a picture, sentence,and narration for the project. Therefore, they were using written language skills and reading. The students were much more engaged and dedicated to the project using the iPad than if I had them complete the assignment using paper and pencil. Furthermore, technology has revolutionized the ability for students with IEP's to read and write. Whether Steve Jobs intended for the iPad to revolutionize education, it has. Therefore, my personal opinion, and the opinions of teachers that infuse technology into their instruction regularly, is that technology isn't "harming" literacy, but moreso, changing the face of it. 
     It is easy to find research for both sides of this argument. The majority of the research I found that points to technology harming literacy regards texting. It is difficult to find hard evidence that students' composition skills are declining solely due to texting, or if early elementary teachers are hard-pressed for time to teach foundational writing skills, or both. Being a fifth grade teacher, I can honestly say that when they ended the writing assessment for our grade level, the amount of time we spend on explicit writing instruction did decline, and in its place came more math and reading comprehension. However, we noticed that students didn't have the foundational writing skills, such as paragraph structure, when they entered fifth grade making it difficult for  us to build upon. I think the argument that texting is the culprit for poor writing instruction has spread like wildfire because technology is an easy target. It has completely permeated our society, therefore, most people think it is to blame for our students' poor, or insufficient, writing skills. From my experience, students today, more than any other generation, need to be taught the difference between shorthand "text" writing, and formal writing compositions. A focus on explicit writing instruction that teaches the difference between formal and informal writing in earlier grades might equate to more adequate writing skills in secondary education and adulthood. Technology has changed reading and writing, and instruction in these two areas has to change with it. 

#18: Math App Makes a "Splash"

     I recently received the Tech & Learning magazine in the mail, thanks to my new subscription, and as I was flipping through it, I came across an article about a product review. Doesn't sound very interesting, does it? Except that I had downloaded the app to use in my math class, and the students loved it! I quickly read the article to find out what other people were saying about the app.
     The app, "Splash Math Grades 1-5",  offers a grade by grade curriculum, and teachers can differentiate instruction, or the usage, based on the varying the student levels. The lessons and activities for the app align to the CCSS, and teachers can pull a report for a student at any time. What I love about the app is that students create their own avatar for the app, and the next time students use the app, they can resume whatever activity or lesson they were completing. The students like the appearance of the app because it is very kid-friendly and has a visually appealing space theme. Although I haven't accessed all of the teacher components to the app, I can see how it could be very useful information.
     The article rates the app as "excellent", and goes on to say that it would be great for students with special needs also.


Below is a link to the Tech&Learning magazine article:
http://www.techlearning.com/products/0038/study-pad-splash-math/52999