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Design Process

The mind map below shows you the design process that I took for my action research.

​Watch my video to learn how technology can play a part in student's reading comprehension of grade level text. This video explains my first round of research that I did using Tumblebooks and Istation. 

SITE

Sociocultural: As an educator I wanted to figure out how I could help my struggling readers. The site where my research took place had a high number of students receiving free or reduced lunch as well as a high percentage of EL Learners. With such a high amount of Spanish speaking parents in an English dominant educational world, it makes support at home minimal if any at all. A lot of parents do not have the skills or language needed to support their child. What tools can we arm these students with to be successful? Their home life should not determine their future. Ultimately, this project was designed with the students in mind, but for the teacher to implement.

Informational: Students should have general knowledge of how to use a computer. Students will need to be taught how to access the programs and what the steps are needed to use each technology tool. These tools are designed to aid in grade level reading comprehension of text. Once students understand the process of how to use the tools, they should be consistently used in order to show the students progress throughout the year. I have seen success with struggling readers; and the hope is that with time, these tools can help close the achievement gap in reading.

Technical: Students need to have access to one to one devices or have a computer station that they can go to as needed. These technology tools (Add: rom final capstone) that I have listed under resources are a great way to engage and support struggling readers. The idea is that if students are engaged through the use of a technology tool, than the comprehension of text will increase. There are some lesson plans available to support teachers in how to use some of these tools such as Istations, Tumblebooks, Read Theory, and  Add tools in the classroom.    

Evidence that Instruction is Appropriate as a Potential Strategy:
Baggio states that 85% of learners are visual learners. With this knowledge, we need to make sure that as teachers we are effectively using visuals and chunking information for students. As a teacher, we have so many different strategies to pull from to plan and deliver a great lesson.  Baggio talked about accessing prior knowledge to make connections with the new information. In the 4 pillar model, pillar 2 references making outside connections. These personal connections are important for student engagement, therefore important to comprehension of text. GLAD is another great strategie that effectively uses good visuals and chunking of information. Clark’s ISD model states that 50% of the lesson design should be spent in analysis and design, just as pillar 3 and 4 guide the outcome of the lesson design through context and design or aesthetically pleasing to the audience. Wilson, the author of 4 Pillars  also referenced Reigeluth in her book when creating lessons as a  “balanced diet.” Every component needs to be considered and is equally as important. All of these instructional strategies are great, but how will they connect for students when asked to read a long passage and answer questions. While whole group instruction and small group are important and needed in the classroom, students still need the rigor to read and comprehend text independently without the help of the teacher. There is where technology tools come in handy. They can allow you to differentiate and give students support when needed while still allowing them to tackle the text independent for the teacher.

Book Review

Licensed by CC

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Click on the book above to hear a book review by Helen Blood, Stephanie Jones & Alicia Martin.

Logo Design

At first creating a logo that encompasses the core meaning of my study was intimidating until I came across a picture of a ribbon. All of the sudden it hit me. A ribbon has two sides and my study focused on two things, reading and technology. I had it! I was able to cut and paste multiple pieces from two colored ribbons to create my image. I have to admit that I had to have help. My coworker, Helen Blood introduced to me to using Paint and PowerPoint programs to create the two colors for my ribbon. Without her help a two toned ribbon would not have been possible with the program that I was using. Overall, I am pleased with how it turned out. Symbolically, my ribbon shows the fluid flow between reading and technology which encompasses 21st century skills. 

Research

Support and Next Steps