Reflections On Chapter 3 TPCK in K-6 literacy education

Over the past two or three years I have followed articles, in Edutopia and discussions by Alan November and David Warlick, on the changing definition of Literacy. Last Spring I presented this information to MSAD9’s School Board as part of the budget process. The information presented in Chapter 3 reaffirms the information I had been following.
I had read articles that noted the changed definition of literacy from: the ability to read, write and effectively communicate in English; to the ability to read, write, and communicate in another language and through multimedia. Last year I read an even broader definition which included all the previously mentioned categories as well as the ability to program.
In TPCK, authors Denise Schmidt and Marina Gurbo present the idea that educators must consider the effect that multimedia and electronic environments have on the traditional view of literacy education and adjust their teaching accordingly. In light of the ever changing definition of literacy this seems timely and necessary. Additionally educators need support, through professional development, to do so.
As Early Childhood Educators it is our primary charge to develop readers and writers. That is our primary content. There are many strategies and researched -based methods to consider while teaching reading and writing content. A K-2 teacher must know these and know which are suitable developmentally for the grade level, class, groups and individuals that they teach. Borrowing a term introduced in this text this becomes another ‘wicked problem’ for the educator. Adding technology adds another layer to this complexity.
While I use technology in my literacy instruction, I find it difficult to keep up with the multitude of possibilities. This year I decided to add a few elements to my classroom that I thought I could manage and that would motivate my students and have impact on their learning. Next year I will reevaluate and make changes and additions.
This year my students use word processing to edit and make final drafts of the stories they have written. Recognizing a need for audience, for both comment and motivation, students aid in posting their writing on a classroom wiki. Families can view and comment on student writing. Additionally, Seniors from Leavitt High School and one of Johanna’s Princes’ undergraduate classes, send comments about writing elements that students are trying to incorporate into their writing. My students love the interaction and are motivated to put their very best up on the wiki for feedback. As well as showcasing individual writing, students work in pairs as reporters to write classroom news.
Another way that I am using technology is through the creation of a bookmark site for Word Study practice and online books. Spelling words and sight vocabulary can be reinforced through many online games. Students can listen to authors read their works as well as readings by many of the young television stars they are familiar with. This supports many of my students who do not have anyone at home willing or able to read to them. It also presents models for fluency and expression.
Podcasts are another way I am using technology as a tool to capture retelling, fluency and expression. Students repeatedly practice reading when they know that they will become “stars.” These can be shared with families to document and communicate progress.
I am exploring Global Writing Projects to further aid in the effort to enhance and transform the reading/writing connection.
There are so many different tools and pieces of software that can be used. I need to further explore possibilities, including some of the sites mentioned in this chapter, and make decisions about which will be most beneficial to support and enhance my literacy content and pedagogy.