Literacy Now

Sometimes called “affordances,” the digital world offers advantages to students. Teachers’ repertoires today likely include Twitter, Glog, Kahoot!, Prezi, TED Talks, LiveBinder, podcasts, Animoto, screencasting, and blogging. These and other platforms infuse ways for students to become better readers of their worlds through nuanced textual interactions, inquiry, analytical thinking, and composing, with a number of skill sets developed in a number of ways.

Textual interactions

Online tools transform students into text detectives who have fun while hunting for clues. Start with quickly paced e-learning modules pointing to key evidence; primary sources offer a wealth of possibilities. A Civil War–era journal entry, sheet music from the Roaring ‘20s, a dairy-free World War II cake recipe, or Civil Rights protest photo can spur conversations and engagement, and each can be accessed digitally. Alternatively, daily digital newspapers and blogs allow students to explore modern local and global perspectives. E-readers and audiobooks bring professional narration to combined reading and listening experiences. Digital book chats, online student book reviews, or one book/one school programs can foster a school community through common literary experiences.

Student inquiry

E-learning centers immerse students in appropriately challenging investigations. Online design tasks might include image-based visualizations that spur language acquisition. Vocabulary games, multilevel or multitiered questioning, close reading wikis, or online discussion boards introduce new concepts. Moreover, social justice simulations can unveil lives that have been affected by race, class, language, gender, or religious difference. Further, a curation tool like Storify can help students to develop critical perspectives and to become more curious about others who don’t fit their own community’s definition of “normal.”

Analytical thinking

Do science and English collaborations seem a bit avant-garde? Scientific texts can fulfill various English and literature standards through readings available at National Geographic, NORAD, NASA, Sierra Club, and Nature Conservancy websites. Follow up with a computer lab gallery walk, cartoon slideshow, TED Talk about study skills, sports podcast to spur argumentation, or celebrity media evaluation. Add in online guided questions, dictionaries, and translation tools to help struggling readers. Visual texts are important in our symbol-based society, so digital classic works of art, stylized comics, minimalistic advertisements, and short films can be “read” as balanced, integrated elements.

Composing

Infuse background and context into writing-to-learn activities then let students blog! Because blogging is a reflection of identity, student bloggers gain insights into the human side of composing; they discern the complex interplay of words and ideas for an audience, making sense through print, sound, images, and videos. Digital photography can also bring personalization and purpose to the writing process. And don’t forget how fan fiction creates an outlet for imaginative mediation of the demands of audience and genre.

Ultimately, the richness of the digital world resonates with students, for, as W. Somerset Maugham said, “The only important thing in a book is the meaning that it has for you.”

Carolyn Fortuna, PhD, is the recipient of the International Literacy Association’s 2015 Award for Technology and Reading. She teaches high school English in Franklin, MA, and is an adjunct faculty member at Rhode Island College.

This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).

There are many games students love to play, and in his book What Video Games Have to Teach Us About Learning and Literacy James Paul Gee reviews 36 learning principles found in games. Gee argues that good games captivate gamers’ attention and teach them how to play in an efficient way. In addition, he suggests the positive aspects of games in learning environments can empower students by engaging them as agents and making them feel like what they do matters.

To promote deep learning, Gee proposes that games should incorporate problem-based learning approaches emphasizing customization as an integral practice. To customize education means to consider there is not just one way to solve a problem. Accordingly, in school, learners should have the freedom to choose strategies they think will work in a particular situation. Customization also respects that students bring different skills and learning styles to each situation, as Howard Gardner proposes in his studies of multiple intelligence. Thus, students should be seen as agents who control their learning environment and learn by having both their bodies and minds fully engaged in the learning process.

A second principle of video games Gee proposes is that games require students to not only acquire information, but also learn how to use information to solve a problem. Moreover, Gee argues, students value and most efficiently learn information they use to solve a problem (on demand). Connecting meaning and learning how to apply knowledge in different situations can promote deep understanding and learning that endures. Associating meaning with actions, for instance, or information to specific practices, typically leads to deep understanding.

Third, games can make students feel challenged because they need to exert a great deal of effort to solve problems. Following that principle, challenging problems (not impossible ones!) help students become involved in generating strategies to accomplish the tasks. We also learn from games that accomplishing challenging tasks involves repeated practice. Notably, new tasks need to follow to help students generate different strategies to solve different kinds of problems.

In order for problem-solving approaches to be as successful as those in a gaming environment, Gee says, they should be sequenced from easier and less complex to harder and more complex. For example, instead of introducing students to an incredibly complex situation all at once, consider how to sequence parts of the problem in a leveled fashion, slowly adding elements to raise the complexity of the task.

Because of their rich and efficient way to teach and to gain students’ attention, Gee argues that games could—and should—be used in schools to help students learn new content as well as learn how to learn. Students should think critically while participating in games. Teachers can use games as a springboard for many activities such as teaching about facts and concepts and to improve students’ skills of writing, reading, and thinking.

Tom and Jerry in Rig a Bridge, for example, is a thought-provoking game that helps students consider and apply key principles of physics, including balance, reaction, traction, and sustainability, among others. Jerry, the mouse, is starving, but Tom, the cat, is anxiously waiting for him in the kitchen. Players need to build bridges using materials like matchsticks, rubber bands, and paper clips to help Jerry reach the cheese without being caught by Tom. In addition to game playing, the teacher can challenge students to build a manual or tutorial designed to help other players accomplish some levels of the game, or to describe in writing mistakes made while playing the game, why the bridge fell, and what they should have done instead to better support it.

Many other games like this one are available for free online. Playing them while discussing mistakes, problems, and solutions as well as exploring the game to raise problems and apply the knowledge to other similar contexts (What if instead of matchsticks, rubber bands, and paper clips, players used other materials?) and real-life circumstances can be interesting activities for students to enjoy and learn a lot from.

James Paul Gee presents and explains some of the main principles of gaming here. As a bonus, Gee outlines why video games make for better assessments than the high-stakes testing in this podcast.

“Honestly, I don’t see the point of games in the classroom. I mean, it seems to overly focus on the idea of fun, and I don’t think fun is what we should focus on. Fun is seriously overrated,” I said on the first day of my games for education class. Little did I know that I would go on to write my dissertation on role-playing games, write not one but two book chapters on how to assist teachers in bringing games into their classroom, and even consult on a project for the Kennedy Center ArtsEdge on its game-­based learning project.*

Games have become one of the hottest topics in education of late. Just look at Microsoft’s recent acquisition of Minecraft and the launch of MinecraftEdu! Popular education blog site Edutopia has game­-based learning as one of its major categories with numerous views and shares. The prominence of games for education became apparent when games scholar Constance Steinkuehler began serving as the Senior Policy Analyst for the White House Office of Science and Technology Policy (OSTP) in 2011. There are more than 4 million views on Jane McGonigal’s TED talk advocating how games can save the world. However, many educators are still not quite sure how playing games can help their students. I suggest you keep the following in mind before you pick up that game for your classroom.

A game is a tool, not the tool

As much as I think games can be extremely useful, I caution against advocating for games as the panacea for all educational ills. According to the OSTP, roughly 170 million Americans play video games. However, if you look more deeply into the numbers, you will see 49% of those who play games are between ages 18–49, well beyond school age. Average age of gamers is 34 years old.

True, game­-based learning allows students to learn many valuable skills such as negotiating complex systems while developing various literacy skills. Great games are now being compared to great literature. However, just as an amazing Shakespearean play alone can’t make students become better readers, great games alone cannot teach our students. I suggest incorporating great games into your classroom ecosystem to maximize the learning potential.

The right game for the right learning task—expansively

Because a game is a tool, it must be chosen for specific learning tasks. As an English teacher, I was lucky to be able to improve media literacy or literacy in general with any game I chose. What game doesn’t have reading and writing? Let’s take Disaster Detector, a science game developed for sixth through eighth graders by Smithsonian Science Education Center in collaboration with Filament Games.

I would use that game to have my students research disasters such as Hurricane Katrina and its aftermath and the type of governmental organizations responsible for different disasters. Then I would have students go through the tutorial section to take notes on the types of instruments such organizations and their scientists use. I would also have students critique the presentation. Did they think that the voice actor had the right look and tone of the target audience? Did they like the sound effects? If so, what about them was appealing? Then I would have students contact the creator of Disaster Detector—who happens to be one of my friends—to ask the process of developing such a game. Students then create a plan for a potential natural disaster that their hometown faces. They will write to the mayor or the governor, urging him or her to take their ideas into consideration. Finally, students research the type of education necessary to become a meteorologist or environmental scientist who we rely on to help us weather the disasters.

Opportunity cost and specific learning objectives built around the play

As much as I love game­-based learning, gameplay without a skilled instructor who can guide student learning is giving up something in the curriculum for the sake of time. One of the most amazing aspects of games is that it encourages voluntary participation of the players because they are “fun” to play.

As a classroom teacher, I often talk to my students about the idea of fun at school. I emphasized that learning new information can be more fun than simply killing a whole bunch of zombies while playing a popular strategy game like Plants vs. Zombies. If you were to play this game with your students, I suggest you discuss the specific strategies involved in winning the game with them. Encourage students to think of ways a great strategist would think about defeating an enemy. Have them research great battles in history and the strategies the winning side employed to achieve its objectives.

Consider allowing students to play in group and have them discuss how they could collaborate to win the game. At times, my students would complain that I ruined their mindless fun. I would explain to students that the State of California and their parents hired me to provide the structure for learning and expected me to teach them something. I feel that it’s our responsibility to expose the accidental learning to the students as “the more knowledgeable other,” a term coined by famous learning theorist Lev Vygotsky. 

Game creation beyond game playing

Although I think that games offer amazing educational benefits, I am convinced that creating games yields much better outcomes. While designing games, students learn to create, organize, and execute their plans. They have to think about aesthetics, rules, and appeal to audience. If students are designing digital games, they can learn digital and media literacy skills. Because of the increased popularity of game-­based learning, teachers now have many tools to choose from. One of my favorite tools is Twine, a text-­based choose-­your-­own-­adventure game creator. This simple platform allowed many of my students to create complex and multi-layered games.

Some students created an adventure game based on a creature’s birth. Others created a game of high school choices to guide their friends through high school years. Because they can publish and test each other’s games, students are invested in creating interesting and playable games. I typically had students create a planning document with a storyboard and rationale for the game first. Once students created their games, I had them create a video presentation using a tool like SnagIt. Such an activity forced the students to defend their choices while practicing their virtual presentation skills. I knew this was a great instructional practice when I recently ran into a former student. While in my class, he complained often that he had to record his presentation. However, he informed me that he no longer feared presenting to anyone because it became natural to him. He also appreciated the fact that he routinely evaluated his classmates’ work while receiving feedback from them during class.

I cannot stress enough of the benefits of game creation as an instructional strategy. For more tools on game making, check out the list I put together along with a few student video examples I presented at the 2016 Good Teaching Conference sponsored by California Teachers Association.

Game­based learning is here to stay

As much as I didn’t realize it, game­based learning is here to stay. I suspect it will become as common and ubiquitous as YouTube videos in the classroom in the near future. I sincerely hope that the teachers realize its learning potential when used appropriately.

* This project is ongoing, set for a workshop at Kern High School District in Bakersfield in April and May of 2016 with a group of theatre, science, and English teachers to test out the pedagogical framework I developed for my dissertation study.

Kip Glazer is a native of Seoul, South Korea, and immigrated to the United States in 1993 as a college student. She holds California Single Subject Teaching Credentials in Social Studies, English, Health, Foundational Mathematics, and School Administration. In 2014, she was named the Kern County Teacher of the Year. She earned her doctorate of education in learning technologies at Pepperdine University in October 2015. She has presented and keynoted at many state and national conferences on game-based learning and educational technologies. She has also consulted for Center for Innovative Research in Cyberlearning and the Kennedy Center ArtsEdge Program.

Educators know that when more than 25 students cross the threshold of their classrooms, there’s variability in how each student learns. Recent advances in neuroscience provide evidence of this. Images taken of our brains as we participate in learning tasks reveal that no two images look the same, even when working on the same task. Variability in learners is the norm and not the exception. In order to maximize learning for all students, educators need resources that address this fact.

Universal Design for Learning (UDL) is a framework that helps educators create learning environments to address learner variability. The UDL principles and their corresponding guidelines provide direction for the development and design of these environments. Using the three principles of Multiple Means of Engagement, Representation, and Expression, educators are supported in the design of learning environments that ultimately maximizes learning for all.

Let’s examine how two resources work together to support struggling readers through UDL— Story Shares and Reading Comprehension Booster. Story Shares is a free online resource developed to provide relevant and readable materials for students in late elementary through high school who read below grade level. Reading Comprehension Booster is an app ($3.99) that provides students with engaging options for interacting with and responding to texts.

Story Shares supports the UDL guidelines by providing students with a choice of age-relevant texts. Offering this choice is critical for recruiting interest and maintaining engagement. Text-to-speech, which is embedded, provides an alternate representation of the text and ensures that students are appropriately challenged, helping to maintain engagement.

Once students have read the text of their choice, providing them with multiple ways to express themselves and demonstrate their learning is important. Reading Comprehension Booster, with its integrated supports, customizable options, and range of response modes, makes it an exemplar of a UDL literacy environment.

As students open the app, they immediately create their own bookshelf which, with the touch of a plus icon, they fill with appropriate texts. Students choose how the book is displayed on the shelf (photograph of the book cover or text description). Once the book is digitally opened, eight bookmarks that explore elements of fiction are revealed and each of these has been designed with options for representation and expression.

For example, when selecting the “Character” bookmark, students demonstrate what they know about a character by drawing a picture, typing a description, speaking and recording their response, or inserting an image. Prompts in the form of text bubbles guide students in their task, reminding them to add physical features, personality traits, and other attributes. Text-to-speech can be selected for those students who may need alternate text representation.

Embedded in the app are supports including the map feature in the “Settings” bookmark, which instantly calls up a map of the world and allows students to select the location where the story occurs.

The app is also responsive to students’ input. In the “Big Ideas” bookmark, the background picture on the screen becomes more vibrant and visually richer as students add supporting details and make their responses richer. Students can also collaborate with others (peers or teachers) by e-mailing bookmarks directly from the app and allowing others to comment, give feedback, or exchange ideas. This feature further promotes engagement in literacy learning.

Selecting websites and apps from the myriad of choices can be overwhelming, but when using UDL guidelines to ensure tools address the variability of learners, the task becomes more manageable and student focused. If environments are well designed, with options for representation, expression, and engagement, the technology will work in educators’ favor and provide the flexibility needed to address the diversity and variability of all learners.

Peggy Coyne is a research scientist at CAST, Inc. Leandra Elion is the literacy coordinator (K–12) for Watertown Public Schools and is the chair of the New Literacies Committee for the Massachusetts Reading Association.

This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).

When speaking with a colleague in the Special Education Department (SPED), I asked whether the integration of teaching students with dyslexia or teaching students with dyslexia using assistive technology was included in their advanced reading course. The answer was no, as dyslexia was not considered a learning disability in the SPED. Thus, we decided to include teaching students with dyslexia in the Teacher Education Department advanced Reading Specialization courses. This blog on enhancing their learning represents the start of my revision to include this topic in an advanced reading course in the Reading Specialization at National University.

Agreement in research on dyslexia

The International Literacy Association’s Research Advisory (2016) reports these important convergences in the research on dyslexia:

• Both boys and girls have more difficulty than others in learning to read regardless of their levels of intelligence; however, with engaging instruction that is responsive to students' needs, the percentage of school children having continuing difficulty is small.
• The nature and causes of dyslexia are still under investigation, although genetics and neurology appear to play a role.
• Dyslexia, or severe reading difficulties, do not result from visual problems producing letter and word reversals.
• Many researchers accept the idea that dyslexia/severe reading difficulties result from analyzing and manipulating sounds in words.
• Currently, there is no best method for teaching students with dyslexia. As students classified as dyslexic have varying strengths and challenges, instruction calls for teachers’ professional expertise.

Integration of technology

Teachers need to integrate new technologies into their repertoire of teaching strategies; however, when teaching students with dyslexia, computer programs need to be combined with direct instruction, as noted by Kelli Sandman-Hurley in Dyslexia Advocate! How to Advocate for a Child With Dyslexia Within the Public Education System. Below are suggested technologies for integration into reading instruction.

Digital tools for word recognition

M any e-books have text-to-speech features to enhance key content. For example, Bridget Dalton and Dana Grisham’s recommendations for Ten Ways To Use Technology to Build Vocabulary include ideas for using digital tools such as Wordle and Wordsift to quickly generate visual displays with word mapping technologies that highlight the most frequently used (and perhaps most important) words in a text.
Other useful learning supports in this category include the following:

• Learning Ally: This collection of 80,000 audio books at all grade levels highlights words as students read along.
• Bookshare: This online library has 370,000 books for people with print difficulties. 
• Dolch Word Lists: These are sorted by grade level, and can also remind educators of the most common 220 words and 95 nouns encountered in children’s books. These words need to both connect to and have meaning for students.

Bookshare is free but Learning Ally requires a subscription, and both require documentation of a print-based disability.

Digital tools for fluency

Students with dyslexia may also experience fluency difficulties because of processing differences in the brain. The process of translating written symbols into the correct combination of sounds in order to create a word can be challenging for some individuals. Consequently, this lack of speed can hinder comprehension. The use of technology can be incorporated into research-based instructional methods to support growth in reading fluency, as Theresa J. Palumbo and Jennifer R. Willcutt wrote in What Research Has to Say About Fluency Instruction. Notably, all of the aforementioned digital tools that support Word Recognition offer students opportunities to practice their reading fluency as well.

Digital tools for comprehension

Several digital tools can also be useful to build reading comprehension skills. A few of my favorites are listed:

• Plot Diagram is an organizational tool that allows readers to visualize the key features of narrative and expository text. Desktop software such as Inspiration 9 or Kidspiration for younger children can also be used to develop graphic organizers to create comprehension lessons.
•  Cast Book Builder supports reading comprehension development in a digital interface that enables teachers to create picture books and texts with embedded pedagogical agents that prompt students to use reading strategies and to provide models and think-alouds.
•  Rewordify is a web-based tool that helps students better understand and learn new words. Readers can click on words in text they do not understand and a word with the same meaning will be shown and pronounced for them. 

Technology is advancing quickly. By 2030, handheld devices and other tools such as iPods, tablets, smartphones, and computers will probably be replaced with new technologies to empower dyslexic students with dyslexia. To keep up with these changes, we, as educators, need to keep learning throughout our teaching careers. For further reading about Assistive Technology Solutions for Dyslexia, visit www.atdyslexia.com.

Marilyn E. Moore, EdD, is professor of education at National University in La Jolla, CA, and serves as faculty lead for the Reading Program.

This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).