Literacy is no longer confined to a standard print format. There is an increasing integration and adoption of digital texts and ebooks in school libraries and classrooms across the United States. Compared to their print counterparts, ebooks are portable, facilitating the easy transport of sizable libraries with little physical effort. The mobility of ebooks allows them to be used in any place at any time via handheld or mobile devices.
Ebooks for young children are like storybooks we know and love in some ways. While features of ebooks mirror those we see in traditional children’s literature, ebooks add new, digital features. These digital additions to print are different in a manner that is profoundly changing the storybook as a piece of early literacy learning. As a result, ebooks can be used to develop transliterate practices in the classroom that address academic and cognitive diversity in learners. Read the rest of this entry…
The author Donald J. Sobol first published his adventures of boy super sleuth “Encyclopedia” Brown in 1963. All 29 books in this popular series presented the reader with a set of short mysteries, each including factual disparities somewhere within. Young readers were encouraged to read the text closely to try to identify the “slip-up” that breaks the case and then turn to the “Answers” section in the back of the book to verify their finding.
An important part of writing in digital spaces is the use of “hyperlinks.” In their most basic form, a “link,” or hyperlink is word, phrase or image on a Web page that instructs a computer to move to another relevant Web page. Much like Sobol’s “Answers” section linked readers to the facts that solved each case, hyperlinked writing provides links that are pertinent to a piece of writing on the web and help to strengthen the writing by providing direct access back to source documents and related materials for the writer’s audience. Read the rest of this entry…
Transliteracy is a concept that captures the field of literacy and describes language arts as more than a function of foundational skills, such as reading and writing, but also encompasses the ability to communicate across traditional and emerging platforms (Thomas, S. et. al., 2007). Simply put, transliteracy is the understanding of traditional literacy components alongside the nuances that living in a touchscreen world brings. Transliteracy puts aside the differences between traditional and emerging literacies to focus on the interconnected path of all literacies and the role they play in developing a literate member of society. Students need to become fluent, not only in their reading and writing practice, but also in the digital skills that are put to regular use in the world around them.
Reading and writing are at the core of transliteracy, as we interact with both traditional and digital print in our daily lives. Whether we are flipping through the pages of our favorite paperback or checking the weather on our smartphone, foundational reading skills (letter knowledge, sounds, and word reading) and meaning- based skills (comprehension, conceptual knowledge, and vocabulary) play an integral role. However, new skills, such as recognizing icons, setting up preferences, mastering multi-tap and swipe gestures, all play a pivotal role becoming a transliterate individual. Read the rest of this entry…
This post was brought upon by the needs that the #UAEdTech learning community have expressed, is responsive and reflective in nature and a model of the type of transparent learning that the course instructors are asking you to engage in throughout the semester. It is also a model of the type of reflection, scaffolding and re-teaching that you will need to provide to your future students in your future classroom.
Over this past weekend, I received multiple emails regarding the Week 2 grading for Assignment 1.0 Networked Professional Learning. All of the emails contained some variation of a similar theme, “I just saw my Week 2 grade and I am just wondering where I lost points?” As I reflected on the questions being asked and thought about my response, I felt it would be best to address them in an open manner for the benefit of the entire #UAEdTech learning community.
I understand that the format of Assignment 1.0 may be a bit new and different from the other experiences that you have had in school to date. I also understand that it will take some time to get use to this style of learning. The points and feedback you have received to date reflect that you are learning and show room for growth. This is perfectly normal. If you’re a points person (I’m clearly not and firmly believe that we can assess learning with a variety of data beyond just statistics), the total points this week actually account for a mere 7% of the total points you can earn for just this assignment during the semester.
Do not look at the percentage you received on this 1/14th of Assignment 1.0 as a failure. It is certainly far from that. If you have to use the word FAIL, I hope you look at it as your First Attempt In Learning. With this lens, you will see that you have 13 more weeks to show your learning and growth as a Networked Professional Learner. The points for the Week 2 assignment simply establish a baseline of your understanding. While your baseline may be lower than where you would like it, a review of the rubric will probably tell you that the grade you received for Week 2 falls within the Satisfactory or higher range, so there is no need for alarm.
A few things to think about as we forge on through the semester. I think they’ll be helpful for you. Read the rest of this entry…
Spring 2015 semester is off and running at The University of Akron and the undergraduate Educational Technology course I am co-facilitating with Dr. Gary Holliday and Ms. Christine Dreher has been holding course orientation sessions all week. The course has about 125 students enrolled in it and we transitioning it from a traditional face-to-face lecture style course to a blended offering. As part of our course orientation, students are beginning to explore collaborative authoring by using Google Presentation to create individual BIO Poems to introduce themselves to their classmates and instructors. Meet our class!
2014 OSBA Capital Conference
It’s About Learning, Not Shiny Tech Tools
Tuesday, November 11, 2014 | 2:00 PM
Districts are investing lots of money in digital technologies. But if it’s about the learning, not the tools, what does that mean for students? What does it mean for teachers and administrators? What does it mean for the role of the board? This highly-interactive discussion will focus on student agency and empowerment, global connection and collaboration, and deeper, more cognitively-complex thinking tasks. Within those areas, what should board members be looking for? What questions should they be asking? How can they help support innovative efforts? We’ll hit all of this and more.
2014 OSBA Capital Conference
Modernizing Education for Student Success
Monday, November 10, 2014 | 9:00 AM
In this day and age, it feels like education is not in the hands of the true stakeholders: the students. Let’s discuss ways as educators, administrators, school board members, etc. that we can get education back to where it belongs. We will discuss ways that we can move away from the Industrial Age of education and take education and modernize it for our the benefit of our students and communities.
Join Dr. Jeremy Brueck as he discusses a comprehensive approach on how administrators and teachers can integrate the Google ecology in the K-12 environment. The session will provide a wide-ranging look at several frameworks and models that form a roadmap on how to successfully leverage the Google ecology to improve student learning. A vital component of this approach is the interaction and collaboration between the teacher (content knowledge expert), their instructional approaches (pedagogy), and the Google ecology (technology). This interaction is known as the Technological, Pedagogical, and Content Knowledge (TPACK) Model. Learn how you can use TPACK to frame effective technology integration for pedagogy around specific subject matter.
Even our youngest students expect learning spaces that seamlessly integrate digital tools, accommodate a mobile lifestyle, adapt to individual learning styles & encourage collaboration. The Google ecology provides the technological means to support this type of pedagogical approach, however, teachers must become develop a more complete understanding of mobile technology hardware, web-based software & OS. How does an elementary teacher incorporate the affordances of the Google ecology into meaningful learning? Join Dr. Jeremy Brueck as he highlights a variety of GAFE tools and Chrome extensions young children can use to tell their own stories, boosting reading and writing skills. Come discover new ways to use the Google ecology to support and enhance the reading and writing process.
Sprouts and STEM: Growing What We Know About Early Childhood Education and Technology
Digital tools are playing an increasingly important role in classroom learning. In order to design high-quality learning experiences for our youngest students, early childhood educators must be informed and judicious in the manner in which they integrate these technologies. Join Jeremy Brueck as he explores appropriate and innovative ways to integrate technology into classrooms in support of young children’s learning. Drawn on his own research, child development theory, and developmentally appropriate practice as a foundation, Brueck will demonstrate how digital tools can enhance early learning, support teaching goals, and improve teaching practice. Brueck will discuss the role of digital tools in:
- Creating engaging and educational experiences for young children that balance with other hands-on learning experiences
- Helping educators with management, organization, and professional learning
- Building teachers’ pedagogical content knowledge
Keynote Presentation Slides
Breakout Session Slides
Breakout Session Resources