1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
I have found that students benefit from hearing fluent readers read to them. The iPods would deliver one on one modeling of fluent reading at any level. This would allow students yet another opportunity to hear fluent reading during Reading Workshop in addition to reading with the teacher, volunteers, and their peers. They would also have the opportunity to hear the book they are currently reading. That way they will be better prepared to model the pace, expression and speed when reading that same book on their own.
2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
Currently, I have a listening center in my classroom that takes both tapes and CDs. Unfortunately, many of the books on tape are outdated, worn, or falling apart. The books on CDs are more current, but are not as functional for first grade use. Students often scratch the CDs or the story skips while playing. This creates for an unpleasant experience and doesn’t effectively model fluent reading. Additionally, I can only order books on tape or CD that are offered in book stores or on scholastic. Many students have books that they are interested in reading, but the listening resources are not available on tape or CD. If I incorporate the use of iPods, I could download books that students were currently reading or interested in. This would in turn increase their motivation. I could also incorporate books that I already have available in my classroom. This would also broaden my “listening library” and be more user-friendly.
3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?) Be sure to think about how the student will experience the content given these instructional strategies.
First grade is a year where reading success is essential. Much of the year is spent developing the reading strategies, practicing and modeling fluency, and assessing comprehension. I have found that students benefit from hearing fluent readers read to them. Through this project I would like to incorporate technology to increase reading fluency in first graders. Being a fluent reader is linked to comprehension and understanding. Fluency doesn’t ensure comprehension, but comprehension is difficult without fluency. If a reader is constantly stopping to decode and figure out unknown words, most likely meaning will be disrupted and the process of reading becomes long and laborious. With increased class sizes, it is difficult to model fluent reading of each book that students are interested in or currently reading. Using the iPods would allow students to experience additional one on one modeling with a book at their personal reading level.
I'm curious about the logistics of your project. How will you get the ipods? Where will you store them? How many do you think you would try to have as a good start for your classroom? I'm just curious because I am hoping to make use of ipods in my library next year and am interested in what other people are doing.
ReplyDeleteBrittany,
ReplyDeleteIt sounds like your project fits well with the TPACK framework. I think that incorporating technology helps students learn becuase it offers them an additional instructional resource that they can use independent of the teacher. Like you said, class sizes are getting bigger and there are only so many opportunties students have to interact with a fluent adult. I think that adding the iPods will certainly give the students an extra resource to model fluent reading.