Lindsay Saylor (Burns)

LITR 630

Online Literacy Assignment Written Component

June, 23, 2017

 For my Online Literacy Assignment I was to create a student-centered lesson using the

technology to assist students in developing the necessary skills for utilizing a new online literacy.

For my Online Literacy Assignment I created a Kindergarten lesson that focused on searching

for and locating information on the Internet. The goal for this lesson was that students would be

able to search for, locate, and retrieve the appropriate information on the Internet to help them

meet the Informative Writing Common Core State Standards. Students were exposed to a variety

of activities in an I Do, We Do, You Do format which allowed them to complete the activities in

a gradual release of responsibility format in order to meet students needs.

ILA Standards

This lesson meets a variety of ILA Standards. The first ILA Standard is Standard 2.2:

Candidates use appropriate and varied instructional approaches, including those that develop

word recognition, language comprehension, strategic knowledge, and reading-writing

connections. This lesson helps students develop word recognition and reading-writing

connections especially when they are using the search engines to find information, they must

look for words they recognize to build upon their reading and build upon their writing skills

using Google Docs. The second ILA Standard is Standard 2.3: Candidates use a wide range of

texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Students had already began their Writing pieces using traditional print, but needed to be exposed

to and practice using digital and online resources to locate information about animals so they can

enhance their future Informative writing pieces.

The third ILA Standard is Standard 3.2: Candidates select, develop, administer, and

interpret assessments, both traditional print and electronic, for specific purposes. Students had

to complete an Exit Slip Assessment using Popplet and explain 1 thing they learned during the
lesson. When I look at the Popplet at the end of the lesson, I will be able to assess their

knowledge and determine next steps for future lessons. The fourth ILA Standard is Standard 4.1:

Candidates recognize, understand, and value the forms of diversity that exist in society and their

importance in learning to read and write. Students were able to use a variety of new literacies in

order to express their thoughts and ideas based on what they know and learned about the topic of

animals. The fifth ILA Standard is Standard 5.1: Candidates design the physical environment to

optimize students use of traditional print, digital, and online resources in reading and writing

instruction. Our classroom is designed to allow for student exploration of new concepts and

ideas through a variety of print, digital, and online resources throughout reading and writing

instruction. Students are exposed these variety of sources in order to enhance their learning

during reading and writing instruction with 3 desktop computers, 2 iPads, and a SMARTBoard.

The sixth ILA Standard is Standard 5.2: Candidates design a social environment that is

low risk and includes choice, motivation, scaffolded support to optimize students opportunities

for learning to read and write. This lesson used scaffolded support to optimize students

opportunities for learning to read and write through the I Do, We Do, You Do format. Students

were able to be motivated and have choice in what animal their group wanted to research and

which question they wanted to respond to for the Popplet Exit Slip. The seventh ILA Standard is

Standard 5.3: Candidates use routines to support reading and writing instruction (e.g., time

allocation, transitions from one activity to another, discussions, and peer feedback). Our

classroom routines and procedures are established at the beginning of the school year for every

subject area, but are especially important for reading and writing instruction to be successful. For

this lesson students would have a clear understanding of expectations, routines, and procedures

in order to engage in the lesson and complete it successfully. The eighth ILA Standard is
Standard 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small

group, and individual) to differentiate instruction. This lesson was using the I Do, We Do, You

Do format of gradual release of responsibility, allowing students to work in a variety of

configurations in order to enhance their learning and meet students needs.

ISTE Standards

This lesson meets several ISTE Standards. The first ISTE Standard is Standard 2:

Communication and Collaboration - Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual learning

and contribute to the learning of others. This lesson specifically focuses on the ISTE Standard 2a

and 2b. ISTE Standard 2a: Interact, collaborate, and publish with peers, experts, or others

employing a variety of digital environments and media and ISTE Standard 2b: Communicate

information and ideas effectively to multiple audiences using a variety of media and formats.

Students would meet these standards by working collaboratively in small groups that included

communicating research through different technologies such as: Weebly, SMARTBoard,

Nearpod, Kid-friendly search engines, Google Docs, and Popplet. Students would also meet

these standards through being able to search for and locate information on the Internet using

search engines and read the informational text within each of their small groups.

The second ISTE Standard is Standard 3: Research and Information Fluency - Students

apply digital tools to gather, evaluate, and use information. This lesson specifically focuses on

the ISTE Standard 3b. ISTE Standard 3b: Locate, organize, analyze, evaluate, synthesize, and

ethically use information from a variety of sources and media. Students would meet this standard

by practicing locating information on the Internet through a variety of kid-friendly search

engines including: KidRex, Safe Search Kids, and National Geographic Kids. Students were to
use several digital tools based on each I Do, We Do, You Do and Exit Slip sections of the lesson.

Each section included several information and digital sources in order to locate and gather the

information to complete their digital Animal Research Graphic Organizer. Students had to work

through knowing what they wanted to search for, locating it, and then incorporating it using a

variety of new literacies.

Kentucky Teacher Standards (KTS)

The KTS Standard this lesson meets Kentucky Teacher Standard 6: The teacher

demonstrates implementation of technology, but specifically meets KTS Standards 6.1, 6.2, 6.3,

6.4, and 6.5. The first KTS Standard is KTS Standard 6.1: Uses available technology to design

and plan instruction. I had to think about the technology that was available within my classroom

before designing the lesson. Within the lesson I planned to incorporate a variety of available

technologies including: my teacher computer, the SMARTBoard, 3 desktop computers, and 2

iPads. The second KTS Standard is KTS Standard 6.2: Uses available technology to implement

instruction that facilitates student learning. Throughout my lesson I implemented the use of

several Web 2.0 online resources including: Nearpod, KidRex, Safe Search Kids, National

Geographic Kids, Google Docs, and Popplet. Using these resources would facilitate student

learning by keeping them engaged, focused, and be able to work collaboratively to complete the

activities.

The third KTS Standard is KTS Standard 6.3: Integrates student use of available

technology into instruction. Throughout this lesson, all students were able to have access to

technology whether it was during the Whole Group Collaborative Activity with the

SMARTBoard and teacher computer, during the Small-Groups Activity with the search engines

and Google Docs, or the Exit Slip Assessment using Popplet. Students were able to use
technology in a variety of ways during instruction. The fourth KTS Standard is KTS Standard

6.4: Uses available technology to assess and communicate student learning. Student learning

was assessed through the use of technology through students participation and collaboration to

with the various search engines, Google Docs, and Popplet. I would communicate results through

reviewing their responses on Popplet and discussing the results with them as a Whole Group to

see what next steps we would need to take. The fifth KTS Standard is KTS Standard 6.5:

Demonstrates ethical and legal use of technology. Through the I Do Mini-Lesson I am exposing

my students to how to use technology appropriately and for educational purposes only within the

classroom. This demonstrates an understanding of how to use technology, ways to stay safe in

using technology, and using it appropriately for educational use only when at school.

Common Core State Standards (CCSS)

The Common Core State Standards that were addressed in this lesson dealt with the

Writing Standards, W.K.6, W.K.7, and W.K.8. The first CCSS is CCSS W.K.6: With guidance

and support from adults, explore a variety of digital tools to produce and publish writing,

including collaboration with peers. Using the I Do, We Do, You Do format, I was able to expose

my students to a variety of new literacies, including: SMARTBoard, Search Engines, and Web

2.0 tools such as: Google Docs and Popplet. The students were to use these new literacies in

collaborative small groups, to produce and publish writing, and did so with their Google Docs

Graphic Organizer. The second CCSS is CCSS W.K.7: Participate in shared research and

writing projects (e.g., explore a number of books by a favorite author and express opinions about

them). Throughout this lesson students were to participate in shared research through the use of

new literacy technologies. Students will explore different resources such as several search

engines and websites to gain information on their groups Animal and collaboratively publish
and share their information through an online resource, Google Docs. The third CCSS is CCSS

W.K.8: With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question. During the We Do part of the lesson,

students had to recall information from the Non-Fiction text, A Zebras World from our Shared

Reading lesson regarding Zebras. Then, we had to review our previously-made K-W-L chart

regarding zebras and build upon their background knowledge, in order to complete the Animal

Research Graphic Organizer. Students had to have some prior knowledge of Zebras, as well as

search and locate information on the Internet, to answer the questions on the Animal Research

Graphic Organizer. Lastly, students also had to build upon their background and prior knowledge

of their small groups animal in order to answer the graphic organizer.

Literature on Technology

Students have been previously introduced to the Internet and how we use specific kid-

friendly search engines to locate information about different topics. Students are now ready to

explore the Internet further to search for and locate information about animals and work

collaboratively in small-groups using various Web 2.0 tools. Throughout this course, we have

read a great deal of literature that discusses Online Literacy, and my Online Literacy lesson

revolves around research completed by Laurie A. Henry (2006), Donald J. Leu (2004), and Rindi

and Mark Baildon (2008). According to Henry (2006), Especially important among new

literacies are the skills and strategies needed to search for and locate useful information

efficiently on the Internet. The overall goal of my lesson was that students would be able to

search for, locate, and retrieve the appropriate information on the Internet to help them meet the

Informative Writing Common Core State Standards. Through modeling, practicing, and teaching

students these skills, they will be able to meet this goal within the lesson, but also in future
lessons as well. Helping students learn and develop a better understanding of the searching

process, and the availability of a variety of search engines to access information at the beginning

of the school year, will help them become more successful when searching the Internet (Henry,

2006). According to Henry (2006), Within the SEARCH Framework, the following skills are

important: Be specific-narrow your focus, Be exact-Use the words or phrase you hope to find, Be

direct-Search for one focus at a time, Be distinct-Eliminate unnecessary words, and Be concise-

Select keywords mindfully. These skills are the skills I implemented within my lesson to ensure

that students understand and possess these skills when conducting a search on the Internet.

According to Leu (2004), New literacies include the skills, strategies, and disposition

that allow us to use the Internet and other ICTs effectively to identify important questions, locate

information, critically evaluate the usefulness of that information, synthesize information to

answer those questions, and then communicate the answers to others. According to Leu (2004),

Examples of new literacies include using a search engine effectively to locate information.

Within the lesson, students had to use various search engines to efficiently and effectively locate

information about their groups animal. They had to use the appropriate skills and strategies such

as: finding keywords and phrases, pictures, and relevant information in order to complete their

groups Animal Research Graphic Organizer.

According to Baildon & Baildon (2008), Guiding questions and literacy tools spur

ongoing conversations with students about issues such as readability, trustworthiness, and

usefulness, to help them become more independent readers and researchers. Within the lesson,

the teacher had to do a lot of modeling for students, while the students were being minimally

exposed to these topics of readability, trustworthiness, and usefulness, but especially usefulness.

When it came to completing the graphic organizer, students had to look at the information they
found and determine whether or not it was going to be useful with this particular activity.

Overall, it is crucial that we expose students to 21st Century Literacies and Technology, so they

can be better prepared for what technology is to come, how to use it effectively, and how to

utilize it within a classroom environment to become successful readers and writers.

TPACK Model

The TPACK Model is the ability for teachers to focus and connect three primary forms of

knowledge: Technology, Pedagogy, and Content to effectively integrate technology within the

classroom. According to Davies (2011), In order to properly integrate technology into a school

setting, teacher and students must gain proficiency with specific technologies and have

opportunities to select technology tools to help them accomplish their learning goals. It is not

only the students responsibility to be able to understand how various technologies work and use

them correctly, but it is also the teachers responsibility as well. Teachers have to be the

knowledgeable ones about technology in order to incorporate it into their teaching and teach

students how to use and use if effectively. According to Davies (2011), Teachers who have

TPACK choose to use specific technology because they understand the pedagogy for teaching

specific content and know how the technology can facilitate accomplishment of the intended

learning goal.

Within the lesson, I was able to use content knowledge (CK) and pedagogy knowledge

(PK) when using technology. The content knowledge represented in the lesson was having the

students perform collaborative research on different animals using the Internet. They had done

previous work with Informational print text, but had not been fully exposed to finding the similar

information on the Internet. Within the lesson I was able to use my pedagogical knowledge

through the ways in which I taught the content based on differentiated instruction and meeting
my students needs. I used the I Do, We Do, You Do format in order to implement the gradual

release of responsibility throughout my lesson. I performed a lot of modeling, guided practice,

and then small-group collaboration in order for students to fully understand how they were to use

technology to complete the carious activities. Students were exposed to a variety of technologies

including: the Weebly, BrainPop, Kid-friendly search engines, Google Docs, and Popplet. These

were all used to enhance the students exposure and use of different technologies and help

incorporate it into Reading and Writing instruction. Overall, the TPACK Framework allows for

both teachers and students to be exposed to a variety of 21st century technologies, utilize them

effectively within the classroom through deep focus and engagement, an enhancement of

content, and overall excitement about learning.

 References

Baildon R., & Baildon B. (2008). Guiding independence: Developing a research tool to support

student decision making in selecting online information sources. The Reading Teacher,

59(7), 636-647.

Davies, R. S. (2011). Understanding Technology Literacy: A Framework for Evaluating

Educational Technology Integration. TechTrends, 55(5), 45-52.

Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies while reading

on the Internet. International Reading Association, 59(7), 614-627.

Leu, J. D., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a Theory of New

Literacies Emerging From the Internet and Other Information and Communication

Technologies. Theoretical Models and Processes of Reading, 5, 1570-1613.