Wednesday, August 26, 2015

Incorporating Educational Tools into Reading and Writing

This week, I have had the task of reviewing and responding on two educational tools and how they can be used for reading and writing in the classroom. With so many tools available, it can be a challenge in choosing the right tools. In “Technology to Teach Literacy,”(p. 51) it offers tips for choosing the right tools. First, teachers need to determine what they want to address in the lesson. Next, they should decide what type of tool they would like to use (word processor, spreadsheet, electronic presentation, etc). Last, the objectives need to be matched to the computer functions, such as a mind-mapping tool could be used for brainstorming.

In the text, “Literacy 2.0: Reading and writing in 21st Century Classrooms,”( p. 75-76) it mentions Make Beliefs Comix (http://www.makebeliefscomix.com/) as a tool that can be used to increase reading and writing in the classroom. Make Beliefs Comix is a free electronic comic strip maker that helps students communicate through digital storytelling. A variety of characters and props are provided and students can share, print, and save their comics. Digital citizenship is a topic covered in my course. When introducing this unit, I have students create comics on different topics so that they can “act” out the specific concept.  Storytelling is a great tool for visual representation.

If you are looking for an alternative to Make Beliefs Comix, Toon Doo (http://www.toondoo.com/) and Pixton (http://www.pixton.com/ca/) are great alternatives.  

The other tool I chose to review is Grammark (http://grammark.org/dist/#/ ). What a neat tool! Grammark allows students to paste text and then analyzes what they have written. Grammark provides a variety of categories such as grammar, transitions, wordiness, etc. Students can then see exactly what needs to be corrected and defines the issue for them. Even though I teach technology, there are different writing assignments incorporated into my curriculum. I have a wide variety of students in my classroom and a tool like this helps assist students with writing. This tool is especially useful for students who struggle with writing and need assistance.

I am still amazed at the amount of tools that are available to increase reading and writing in the classroom and can’t wait to utilize them in my classroom.

Anderson, R., & Grant, M. (2008). Technology to teach literacy: A resource for K-8 teachers (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: Reading and writing in 21st century classrooms. Bloomington, IN: Solution Tree Press. 



Sunday, August 23, 2015

How has literacy changed and evolved for the 21st century classroom?

It is amazing how much technology has changed in the 21st century. Not only has technology changed drastically since I was in school, but it has changed immensely since my student teaching in 2008. The technology courses I was teaching were based around Microsoft Office only. Students simply sat at their desks and worked out of a textbook or learned keyboarding.

The classroom today has completely greatly evolved from textbook only courses. As it mentioned in “Literacy 2.0,” technology has made its way into the core classes as well. Technology is no longer reserved for the elective courses. It’s amazing to see how much collaboration and communication is going on in the classroom. Students can choose from a variety of devices and programs to find one to fit their personal needs. I have laptops and iPads in my classroom. I also allow students to bring their own devices, which allows students to mostly use their phones. There is an endless amount of apps that can be used on a smartphone. Presentations take on a whole new meaning. Power Point is no longer the only option that can be used. Students can select from a variety of programs!

I have now started screen casting all of my lessons for my 8th grade classes. Since I have such a wide variety of students, it allows them to work at their own pace. I even create extra lessons for students who are fast workers. It has transformed my classroom.

I plan to keep adapting from literacy 1.0 to literacy 2.0 little by little to continue to keep my classroom on pace with current trends.


Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: Reading and writing in 21st century classrooms. Bloomington, IN: Solution Tree Press.