Wicked Problem Project

Description of Need or Opportunity –Part A

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.

I would like to incorporate books on iPods(or MP3 players) to increase reading fluency. 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 Unfortunately, many of the books on tape are outdated, worn, or falling apart.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 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. 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. The iPods or MP3 players would also deliver one on one modeling of fluent reading at any level.

Students would have an opportunity to use these resources during Reading Workshop. I envision students listening to one to two picture books a day using the iPod and/or MP3 player. Several students could listen to the same story and just pass the iPod/MP3 when they finish. I would begin this process with students that are struggling with their own reading fluency, but if resources are available, I would like all students to have the opportunity.

During this course, I will use my personal iPod to download books to use in my classroom. I will allow several students to use this resource daily. If this seems to positively affect their reading fluency, I will write a grant when the course concludes to receive additional resources.

There are several websites available to download free books and search children’s books. Three of those websites are listed below.
http://www.booksshouldbefree.com/genre/Children
http://storynory.com/
http://www.playtime-books.com/
According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression. Fluent readers:
• Recognize words automatically
• Read aloud effortlessly and with expression
• Do not have to concentrate on decoding
• Can focus on comprehension
According to Brenda-Jean Tyler from the Department of Special Education at The University of Texas at Austin, research suggests that “effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.” (J Learn Disabil September/October 2002 vol. 35 no. 5 386-406).
Below is a link that describes how students can play a larger role in assessing their own reading fluency with the use of new technologies. The focus is on the actual fluency assessment as opposed to building the fluency skills, but providing feedback would be beneficial for older students to improve.
http://doit.aurorak12.org/2010/02/07/reading-fluency-i-pod-touch/
Here are several links about teachers already using iPods in the classroom.
http://ipodclassroom.wikispaces.com/
http://www.classroom20.com/forum/topics/ipods-in-the-classroom
http://www.educationworld.com/a_tech/sites/sites070.shtml
Additionally, a teacher from another course read one of my blog postings about this project and provided me with additional resources. The link to her resources is provided below.
http://prezi.com/dipcai7vifzj/sig-presentation-cep810
To determine if this project is successful, I will conduct a pre-assessment taking into account the students’ current reading rate, use of expression, and heeding punctuation. After several weeks listening to books on the iPods/MP3, I will conduct the same assessment again to verify if changes are evident.

Part B-Application of TPACK
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. Additionally, the increased number of available books will allow students more choice and hopefully, excite and motivate them as they work toward their own fluency.
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. There are several websites available to download free books and search children’s books. Three of those websites are listed below.
http://www.booksshouldbefree.com/genre/Children
http://storynory.com/
http://www.playtime-books.com/
Additionally, a teacher from another course read one of my blog postings about this project and provided me with additional resources. The link to her resources is provided below.
http://prezi.com/dipcai7vifzj/sig-presentation-cep810
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. This coincides with the Social Constructivist Theory because it involves learning from others through scaffolding. First the students were asked to listen to a book on an iPod. Then they were asked to discuss what things they noticed about the reading. Then they were asked to listen to a section of the book on iPod, then attempt to read that section of the book similar to the reader. After, they were asked to listen to the book multiple times, practice reading the book in a similar fashion and receive feedback from the teacher or peer. This feedback coincides with Vygotsky’s theory that a knowledgeable individual assists learners in learning through mental or physical means. The teacher and the student are sharing the thinking load. Overtime, this support was gradually lessened. This entire process is known as scaffolding. The students were asked to read a new text without listening to the book beforehand to see if they were able to read fluently without a model and without receiving previous feedback.
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.


Part C- Implementation (Link to podcast in previous blog post or in presentation)
I implemented the use of iPods during my Reading Workshop for students to listen to books. My hope was to improve their overall reading fluency. When I began my project, I was initially surprised how many of my students had experience using iPods. I sent parents links to some of the free resources I found. I had three students bring in their own iPods with a book they were currently reading downloaded on it to listen to during Reading Workshop. I was surprised by the parent support, but also grateful. It would have been difficult to use those iPods without parent support since iPods can only be plugged into one computer or the content is erased. I also used my own iPod to download several of the books I currently had in my own classroom library. I found that playtime books.com had the widest selection. I downloaded the gingerbread man to start since my class was working on various versions of the story.
Obviously, first grade students were very excited about using the iPods. Due to the lack of resources many students were disappointed if they weren’t able to use it during Reading Workshop. Therefore, we had to set-up a schedule that would allow everyone a turn. Originally, I thought I would only use the books on iPod with readers working on fluency. I quickly realized that all students were eager to use the iPod and all wanted a turn. Originally using the iPods during Reading Workshop was a distraction, but after about 3 days of use it became a common happening and drew little additional attention. I also continued to use my tape and CD listening center throughout the iPod implementation to give students an additional time to hear fluent reading. Pairing both resources seemed to go well. I would love to have a class set of iPods to use in the future. One of my classroom parents was so impressed with the idea, she discussed writing a grant and/or presenting my idea and findings to the PTO to receive funding if possible.

Part D-Findings and Implications
Formative: Did the project get implemented as planned?
The project did get implemented in my classroom during Reading Workshop as planned. However, all students were given a chance to use the book on iPod, which was not planned. Initially, the plan was for only those working on fluency to participate in the implementation, but the hype and excitement of the students could not be denied. I believed it was important for each student to get a turn to experience using the iPod in order to make it common practice/routine in the classroom.
Summative: Evidence of success in addressing the problem of practice
Due to the change in implementation, my evidence is inconclusive. Also, many additional factors impact reading fluency and I don’t think books on iPod and reading fluency can be individually assessed. The students I wanted to target didn’t get as much use of the iPods as I would have liked since everyone as given a turn. I will continue using the iPods for the remainder of the year, mainly with students working on fluency and see if I get any results. Students also continued to use my tape/CD listening center, read with partners, parents, older peers, teachers, etc. These are all additional times throughout the day when “good” reading fluency is modeled for them.
How would you approach another project of this type differently given what you’ve learned here?
I would plan for a longer implementation and anticipate every student needing an initial turn using a new technology. I think I would have an introduction phase, where the new technology is introduced and all students are allowed time to explore. After that phase, I would begin using the technology with targeted students on a more regular basis. Then I would assess those targeted students to see if I noticed any changes in their overall reading fluency. I would also try to have more materials available (if possible.)
What are the lessons learned that others might benefit from knowing about?
I learned that many students and parents are excited about the movement of technology into the classroom. Many parents were eager to assist and allowed the students to bring in their own iPods. I think involving parents and not being afraid to ask for help if very important. I even had a parent research various grants I could write in the future. Another parent has extensive experience writing grants and offered to read it over and give feedback. I think we often forget how many resources we have available right in front of us.
In what ways will you endeavor to do the same project again, and what will you change or not do?
I would love to do the same project again provided I had more classroom materials. Using one iPod and passing it around during Reading Workshop wasn’t that effective. I would also need to find more books to download to keep students engaged and motivated. I would definitely involve parents and request their support. I think I would also allow for more time to complete the project or keep the project ongoing all year.
(I have continued on with the project since writing this. Additionally, I have dug out my own and asked for donations of any MP3 players or similar devices. So far I have received four MP3 players that I have loaded with books on tape. They are now being used during Reading Workshop to enhance reading fluency. Also, two other students brought in their own iPods to use during Reading Workshop. (I know I mentioned this before, but it really does pay off to ask for help. With the limited resources and money available in education, finding alternative ways to integrate technology is necessary.)