Literacy Now

by Sohee Park

Tablet PCs are one of the most cutting-edge educational tools in recent years. Among several tablet PCs, such as Apple’s iPad, Microsoft’s Surface, and Samsung’s Galaxy Tab, the iPad is the most widespread device in the world. According to Apple (2013), “Schools around the world have embraced the engaging and interactive quality of the iPad with nearly 10 million iPads already in schools today.”

Even though writing is not the initial purpose of the use of the iPad, some educators in the United States have explored how to integrate them with K-12 writing instruction (e.g., Dalton, 2012; Hutchison, Beschorner & Schmidt-Crawford, 2012; Karchmer-Klein, 2013). Particularly, Karchmer-Klein (2013) proposed a new term, digital recursive writing, to describe the unique writing processes on the iPad. The author explains that transitions between different mobile applications (apps) are one of the characteristics of digital recursive writing. In this article, I introduce two cases from a seventh-grade social studies classroom to describe how several apps can be utilized recursively for the planning process of writing.

A School Context and the Writing Task

Marcus, a seventh-grade social studies teacher, is working in a private school that has a school-wide one-to-one iPad initiative. All teachers and students in sixth through eighth grade use their own iPads every day for classroom teaching and learning. For several weeks, Marcus has led a discussion about the topic of Just War, which addresses whether or not war can ever be justified. After a series of lessons on this topic, students worked in groups to create multimedia presentations about different events that took place during the War of 1812. Students in each group were asked to research three internet-based sources about their assigned event to become the class experts on that part of the war. Then they used their expertise to create their multimedia presentations. During the class I observed, students were in the planning stage of their multimedia presentation. Some students worked independently in this planning stage and others worked with a group by using available apps on their iPads.

Independent Planning: Switching Between Notability and Safari

One student started the project by opening the PDF file, War of 1812 Battle Research Guide, on the Notability app to utilize the file as a template of questions. Notability is one of the note-taking tools for the iPad, which includes functions such as importing PDF files, recording lectures, typing, and handwriting. The student used several steps to access, open, and complete the research guide. First, the student used the Safari app to open the War of 1812 page from historycentral.com. Next, the student selected hyperlinks such as Washington Burned and Battle of Baltimore, to read about specific events of the war. After referring back to a question from the PDF file displayed in Notability, he went back to the online article to find an answer to the question, and then went back to the Notability to write down his response. This student repeated a similar process for each question on the PDF file, demonstrating the recursive process of writing across a series of digital tools.

Collaborative Planning: Go Back and Forth Between Popplet and Notability

Four students in another group planned their multimedia presentation together by writing down main ideas within the Popplet app. Popplet is one of the concept mapping tools for the iPad. Each concept map is made up of several popple boxes that allow students to insert images and type texts. Students can differentiate popples with different colors. Another unique feature of the Popplet app is real-time collaboration. People who share their concept maps online can collaborate and edit those with others at the same time.

In Marcus’s classroom, four students used one Popplet app to create the script for their iMovie video. While one student typed content of the script on the Popplet, the other students in the group read their War of 1812 Battle Research Guides on the Notability app and discussed how to arrange content by considering orders and relationships among popples. After creating the concept map for the group’s iMovie, a student made a screen shot of the map to send it to other students of the group.

Potential Benefits of Digital Recursive Writing on the iPad

The two planning cases presented above show the recursiveness of the planning process of writing on the iPad. In both cases, reading was an inevitable component for planning and made the writing process more recursive. In the first case, the student read and wrote recursively by switching between source texts on the Internet and the questions on the PDF file. In the second case, not only did the four students need to read the Notability file, they also read the concept map that they filled in for script planning.

The iPad is a bit uncomfortable for writing since it doesn’t allow the user to open more than two apps on the screen at the same time. However, the advantages of using the iPad for writing instruction outweigh the disadvantages of using it. First, the frequent switching between apps for writing helps students realize the fact that authentic writing process is not linear but recursive, which enables them to develop their own self-regulating strategies. Second, the tactile sensing of the iPad allows students to access and incorporate other source texts or other modes of information more easily. In the end, integrating the iPad for classroom writing instruction will provide more authentic and recursive writing opportunities to students.

References

Apple. (2013). Apple Awarded $30 Million iPad Deal From LA Unified School District [Press Release]. Retrieved from: http://www.apple.com/pr/library/2013/06/19Apple-Awarded-30-Million-iPad-Deal-From-LA-Unified-School-District.html

Dalton, B. (2012). Multimodal Composition and the Common Core State Standards. The Reading Teacher, 66(4), 333-339.

Hutchison, A., Beschorner, B., & Schmidt‐Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15-23.

Karchmer-Klein, R. (2013). Best practices in using technology to support writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.). Best Practices in Writing Instruction, pp. 309-333. New York, NY: The Guildford Press.

Sohee Park is a doctoral student specializing in Literacy Education in the School of Education at the University of Delaware, sohee@udel.edu.

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

CARVER: A LIFE IN POEMS (Front Street, 2001)
Written by Marilyn Nelson
Grades 6–12

IRA’s theme for International Literacy Day 2013 was “Invent Your Future.” (See the following website for more information: http://www.cloudy-movie.com/literacy/.) The idea of “inventing your future” made me think immediately of George Washington Carver and Marilyn Nelson’s gorgeous verse biography of him and his life. The combination of Nelson’s poetic skills and Carver’s amazing life resulted in a magical work. CARVER: A LIFE IN POEMS received numerous awards, including being named a Newbery Honor book, a Coretta Scott King Honor book, and a National Book Award finalist.

Nelson provides an arcing, yet detailed, look into Caver’s life from the beginning to the end. She has a fine eye for including both the daily details and many accomplishments that show Carver in all his aspects. Too many times biographies seek to put the subject on a pedestal, but the truly great ones reveal the subject as a person, and an intricate one at that. Nelson integrates details about Carver’s life as a scholar, an inventor, an explorer, a devoted religious man, and a mentor. Across these numerous roles Nelson makes it clear that Carver brought a passion to all his tasks and interests.

Throughout the text Nelson reveals many of the inventions that can be credited to Carver. Perhaps he is best remembered for his work with peanuts, but he was also a wizard with sweet potatoes and tomatoes as well. Carver’s knowledge of the natural world and plants allowed him to create a blue pigment that many had strived to create since the days of King Tut. This color surrounds us in our daily lives, but was only made possible by Carver’s knowledge, his curious mind and his unwillingness to give up on a project once he embarked on it. Nelson memorializes this discovery in her poem, “Egyptian Blue.” 

Nelson’s book should be appreciated as the great literary accomplishment it is. But readers will also gain insight and appreciation of the humble George Washington Carver whose work and inventions go unnoticed in our everyday lives, but which indelibly changed our lives forever.

Cross-Curricular Connections: History/Social Studies, Science, Language Arts

Ideas for Classroom Use:

Patenting Peanut Products

It is thought that Carver created more than 300 products from/with peanuts. However, Carver never patented any of his processes or products, so it is difficult to accurately identify everything he should be credited with inventing.

This multi-step activity can be expanded or shortened based on your classroom needs. Initially students should conduct research into the peanut and peanut-based products attributed to Carver. You can challenge students to identify all 300+ products. To expand the activity students can identify modern day products that stem directly from Carver’s inventions. You can also send students to the grocery store in order to record surprising products that may contain peanuts or peanut by-products.

The next step in this activity would be to explore the patent process in your country. This process is often long and difficult. Obtain a copy of the patent application and have students fill it out on behalf of one of Carver’s inventions. Students should assume the identity of Carver as they complete this application.

To extend the activity students can speculate on why Carver may not have patented most of his products. Carver was known for his generosity and sought to serve the common good, as a further extension activity, students can write an essay regarding the pros and cons of patenting products. Students could consider whether or not patents are harmful to some members of the population, for example, medical devices or drugs that may be extremely expensive because of the patent or whether or not the inventor has the right to patent and protect his/her invention.

Personification Poem

Throughout Nelson’s poetic text, she describes important items, activities or inventions in Carver’s life. For example, “Prayer of the Ivory-Handled Knife” tells of Carver finding an ivory-handled knife that he had dreamed of; he found it in a watermelon in the garden.

Assume the point of view of one of these objects, activities or inventions and write a poem about Carver from this perspective. Examples might include writing from the point of view of a piece of dirty laundry or the washboard as Carver takes in laundry to survive in Highland, Kansas (see Nelson’s poem, “Washboard Wizard.”) Another example can be found in Nelson’s “The Joy of Sewing,” which describes how Carver sewed and mended most of his own clothes, and made lace as well.

A Timeline of African American Achievements

George Washington Carver was a pioneering African American whose life and work paved the way for many African Americans that followed him. Carver was a contemporary of Booker T. Washington, another pioneering African American who is mentioned in several of Nelson’s poems about Carver.

In this activity, students will create a timeline of African American achievements. The timeline can start with Carver or before and ideally it should extend into the present day. The goal of this activity would be to recognize the power of one individual to influence the future and to change the lives of others.

Tolstoy Quote

Leo Tolstoy said, “To let oneself seem inferior to what one is is the supreme attribute of virtue.” Marilyn Nelson chose to put this quote, among others, at the beginning of CARVER: A LIFE IN POEMS. In a five-paragraph essay students should discuss how this quote is relevant to George Washington Carver. Students should be encouraged to use examples from CARVER: A LIFE IN POEMS as well as to conduct their own further research into Carver’s life.

Additional Resources and Activities:

George Washington Carver National Monument
This is a link to the National Park Service website of the George Washington Carver National Monument in Missouri. This site includes images from the Monument including the Carver family cemetery and statues of Carver found at the Monument. Additionally, there are links and resources for children and teachers focused around Carver’s life and accomplishments.

IN THE GARDEN WITH DR. CARVER by Susan Grigsby, illustrated by Nicole Tadgell
Although this is a picture book intended for younger children, I am a firm believer in using picture books with all ages and for all subjects, and this is a beautiful picture book that explores some of Carver’s outreach work with rural farmers. The publisher, Albert Whitman & Company, has put together a comprehensive teaching guide for this text. And while the teaching guide is targeted towards younger readers, many of the ideas can be modified for older readers or can serve as inspiration for other activities.

Agricultural Awareness through Poetry
These lesson plans were designed by the California Foundation for Agriculture in the Classroom and feature poetry that ties into natural and agricultural themes. There is a poem about Carver, “Green-Thumb Boy” by Dr. L.H. Pammel, as well as a snippet of a poem from Nelson’s text.

BOSTON GLOBE-HORN BOOK Award Acceptance
This is a link to Marilyn Nelson’s BOSTON GLOBE-HORN BOOK acceptance speech for CARVER: A LIFE IN POEMS. She explains what led her to write CARVER and a bit about her writing process. Additional information about Carver and his importance, as Nelson sees it, is also included.

A Poet for All: An Interview with Marilyn Nelson
Andrea Schmitz conducted an interview with Nelson and includes snippets here about Nelson’s writing process, including the depth of research she must conduct, especially with texts such as Carver.

Anita Silvey’s Children’s Book-a-Day Almanac
The above link is to Anita Silvey’s entry about CARVER: A LIFE IN POEMS by Marilyn Nelson. Silvey selected this book to highlight on August 6 as August is National Inventor’s Month. She provides a brief description of the book, some information on Carver and Nelson, and an excerpt from the text as well.

Aimee Rogers is a doctoral student at the University of Minnesota studying children’s and adolescent literature.  Prior to her return to school, Aimee taught high school students with special needs, in a wide variety of settings, for ten years.  She misses working with adolescents but is developing a passion for working with undergraduate pre-service teachers.  She has a growing interest in graphic novels for children and young adults and is making them the focus of her dissertation.

Science is noticing and questioning, seeking and creating. “Doing science” means exploring the world around us to understand what’s here and why it matters to us, seeking to comprehend what came before us so we know ourselves better, and imagining what might make the future even better—then working to get there. Each of the books in this list highlights the people and processes of science:  up close, intimate, intriguing, and—most important—inspiring!

What’s in our world, and why does it matter to us?

Rusch, Elizabeth. (2013). Eruption: Volcanoes and the Science of Saving Lives. Illus. by Tom Uhlman.Houghton Mifflin Harcourt. (geology; grades 4 and up)

Nevada del Ruiz in what is now Colombia erupted violently in 1595, killing 630 members of a native tribe living nearby. It waited 250 years to erupt again, this time burying an entire village in volcanic mud. In 1985, 139 years after the last eruption, the sleeping volcano awoke once again, killing 23,000 people in the town of Amero. A year after this tragedy, a small group of volcanologists determined to prevent such tragedies banded together to form the Volcano Disaster Assistance Program, the “first and only international volcano crisis team.” Their mission? To bring their expertise and the latest technology to threatened communities in an attempt to predict eruptions and save lives. The VDAP team races around the globe to respond to immediate threat, but with more than 1,500 active volcanoes, they can only do so much. That’s where Volcano Training Camp comes in. Volcanologist from around the world come to train at the Cascades Volcano Observatory in Washington State, where scientists pass on what they learned from the Mt. Saint Helens eruption in 1980. Visiting scientists take what they learn at camp back to protect their own communities. Striking photos and well-placed, informative charts and maps illuminate the scope and power of volcanic activity. Geology content is shared in a context that makes it relevant and will generate interest in further inquiry. Like the other books in this collection, Eruption makes it clear why science matters to us.

- Suzii Christian Parsons, Oklahoma State University

Heos, Bridget. (2013). Stronger than Steel: Spider silk DNA and the Quest for Better Bulletproof Vests, Sutures, and Parachute Rope. Illus. by Andy Comins. Houghton Mifflin Harcourt. (chemistry and biology; grades 5 and up)

Anyone who has walked through a web is aware of the tenacity of spider silk. But did you know that it is one of the strongest materials on Earth? The scientific team featured in Stronger Than Steel is working to find ways to produce spider silk in amounts substantial enough for creating super-strong products for human use. Possible uses range from medical (super-strong and delicate sutures, artificial ligaments and tendons) to military (parachute rope, wires to stop planes on aircraft carriers, even body armor). The most likely candidates for producing the silk? Transgenic goats (a spider gene has been introduced to their genetic make-up) that produce spider silk protein in their milk, alfalfa crops that have also been “infected” with spider silk genes, and silkworms that have had their natural production boosted the same way. Heos takes on heavy subject matter in this book, explaining DNA and the processes of genetic alteration with clear explanations and comparisons to common experiences. A strong focus on the day-to-day lives of the scientists working on this project makes the topic feel even more accessible. Stronger Than Steel takes a generally positive stance to genetic engineering, but Heos does address controversies and concerns, providing readers of all ages plenty to ponder.

- Suzii Christian Parsons, Oklahoma State University

What came before us, and what can that tell us about ourselves?

Deem, James. (2012). Faces from the Past: The Forgotten People of North America. Houghton Mifflin Books for Children.(chemistry and biology; grades 7 and up)

In Faces from the Past, Deem details how archeologists use the combined powers of chemistry, biology, history, and art to learn about those who lived before us. The book includes nine case studies of forgotten people rediscovered, beginning with “the man from Spirit Cave,” whose remains were first discovered in 1940 and 50 years later were determined to be more than 10,000 years old. Others whose lives were brought to light long after their deaths include ancestors of the Monocan Indians of Virginia, a French sailor from LaSalle’s failed expedition to the New World, a Mexican solider who died at the Battle of San Jacinto, and a Buffalo Soldier who died of cholera while serving at Fort Craig in New Mexico. Discoveries near Albany, New York, echo a theme of “the forgotten poor”—a servant woman whose remains were found during excavation for street improvement, slaves whose burial places were undocumented, and residents of an almshouse—infants to elderly—buried in a cemetery discovered again through construction. Each case study can stand alone for individual reading, but together they highlight the delicate dance between scientific exploration and social concerns. The text is clear, direct, and engaging, replete with photographs of archeological work and supporting artifacts, plus sidebars that often provide more insight into the human stories.

- Suzii Christian Parsons, Oklahoma State University

What’s out there?

Rusch, Elizabeth. (2012). The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity. Houghton Mifflin Books for Children. (astronomy, geology, physics; grades 4 and up).

Rusch details the story of Mars Exploration Rovers Spirit and Opportunity, from inception to design and construction, then through launch, landing, and, incredibly, more than six years of Red Planet exploration. Told largely through the eyes and words of Steve Spires, whose childhood wonderings eventually sparked and fueled this history-making foray onto the surface of Mars, the book reads with an intimacy that emphasizes the passion, tension, and sheer drama of space exploration. The dual roles of inspiration and perspiration take center stage here as readers walk with the rover developers through years of trial and error, failure and ultimate success. Breathtaking photos of the planet surface are paired with pictures of the team at work. Captions clearly explain photos or highlight quotes that give voice to the scientific process.  Even if you know the outcome before you begin, this book provides a “nail biter” experience that may actually elicit groans and cheers; it did for me and my young “test readers.”

- Suzii Christian Parsons, Oklahoma State University

How can I be a scientist?

Burns, Loree Griffin. (2012). Citizen Scientists: Be a Part of Scientific Discovery from Your Own Backyard. Photos by Ellen Harasimonwicz.Henry Holt and Company/Square Fish. (biology, environmental science; grades 2 and up)

Burns begins with a definition: “A citizen is any resident of our world….Science is a systematic study of our world.…Citizen science, then, is the study of our world by the people who live in it.” That would be every reader, of course, and this book is really an invitation to join the community of scientists—complete with directions for how to get to the party. Burns devotes a chapter each to four ongoing, large-scale scientific studies that rely on everyday citizens to collect and report data. Readers learn how to catch and tag monarch butterflies in the fall to help scientists understand migration patterns and the effects of changing environmental conditions. They are enticed to don hats, coats, and gloves to participate in the Christmas Bird Count, the oldest bird monitoring project in the U.S., which has produced and continues to produce mountains of data to help us understand our constantly changing world. After that, they can study frog calls from a CD in order to participate in spring frogging, listening for different calls and reporting which frogs (indicator species that tell us a lot about the health of our planet) are still hopping healthily in their area. In the summer it’s time for ladybugging—sweeping fields with nets to capture and identify ladybug species and reporting findings to the Lost Ladybug Project, a study that seeks to determine which species are thriving where. This is a “can do” book. Engaging descriptions of the projects are paired with accessible resources to effectively connect young readers with the science in their backyards and the scientists within themselves.

- Suzii Christian Parsons, Oklahoma State University

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

In the not-so-distant past, teachers knew exactly what jobs they were preparing their students for. There were a limited number of careers available for graduating students, and the reading, writing, and numeracy we taught in schools prepared those students for all of these possible positions. We knew what the jobs would be, so we knew what skills our students would need.

This is no longer the case. The explosion of job positions that did not exist ten or twenty years ago bears witness to the fact that our society is rapidly changing. Journalism and book publishing are two formerly secure job prospects that are now undergoing massive changes. It is possible that neither of these careers will continue to exist in the form we now know. Given all these changes, we are now preparing students for a future we cannot predict and jobs that may not yet exist. What’s a teacher to do?

The future has already begun in my first grade classroom. As my students are becoming literate, they are also learning skills that will certainly be important in their future. I am not referring to the skills of reading and writing. Those are, of course, necessary, and they are the focus of every first grade classroom. What I am referring to are job or life skills that will serve a child well no matter what career path he or she chooses.

Working Together

The days of having your students work individually in rows of desks have passed. That was a great model when the future for many students was working in a factory where they would spend their days sitting quietly in those same rows. None of my students will be doing that in their future. Those jobs no longer exist here. Instead, employers now require workers who can effectively work through problems in groups and come up with solutions. Human resources directors are looking for people who can think. I want my students to learn how to collaborate and to work with and learn from their classmates, not only because this is good pedagogy, but because this is a career skill they will need.

When my students help to peer edit their classmates’ writing, they are learning how to evaluate the work of another and how to give support and constructive criticism in a socially acceptable way. When they buddy read, they are learning to take turns while working on a shared goal. When we do a turn and talk they are learning to communicate their own ideas in small groups and to listen to the ideas of someone else. These are all important skills to have when working with others.

Making Choices

Past generations often had few options for the path their lives would take and once that path was set, there were even fewer choices along the way. That is no longer the case. There are now an overwhelming number of options for a student to sift through as he looks at possible career routes. Every vocation has a wide range of options within it once a career has been chosen, and second and third careers have also become common. Choice will be part of our student’s futures. They will need to have a skillset for making these life choices. How can children learn to make good choices if their schooling never allows them to choose?

Even young children should have opportunity to make choices in their learning such as where they sit, whom they work with, how they learn and how they show that learning. They’ll make some choices that are not wise, but isn’t it better if they choose the wrong app or sit beside someone who distracts them and then are able to learn from that mistake than if later in life they are unable to choose a career for which they are well suited?

So when my six year olds are learning to read, I offer them choice. What would you like to read about? Do you prefer to read from a paper book or on an iPad? Do you like to read fiction or nonfiction? When we practice spelling words, they can practice with letter tiles, wiki stix, markers and paper, or an app on their iPads. Would they prefer to write on paper or on their blog? They won’t know unless they get to try both and then choose what works best for their individual learning.

Using Technology

Recently, a teacher told me that she thought that students should not be using technology of any kind in their classroom. (I assume she was referring to computers, tablets, and personal devices, since she clearly enjoyed the use of electricity, the telephone, and the heating system provided in her classroom.) I totally disagree. We KNOW that technology of some kind will be a huge part of our students’ futures so we need to do our best to get that technology in the hands of our students so that they can learn to use these tools as learning devices, not simply for entertainment. Something we see as a new technology is merely part of life for children. If students are interested in using any device, I want to find out how I can use that device to help my students to be literate.

In my classroom, this conviction has led to the use of the Pictochat feature of the Nintendo DS for practicing alphabet and spelling skills, to using online games to practice rhyming skills, and to using screencasting apps on iPads to explain the silent “e” rule.

Connecting

When my sister left home for school overseas, I remember my parents being very emotional. Letters took a couple of weeks to arrive and phone calls were very expensive. My own daughter is now making a similar move, but I know we will be able to remain connected. We’ll have email, Skype, Google Hangouts, Facetime... the only limitation to our connections will be the time difference.

The world has changed. With instant access to what is happening in other countries, we are part of a global community. We want our students to develop an awareness of their place in that community and how they can be part of it. It is probable that many of our students will spend at least part of their working lives connecting with people who work in the same company or field of interest in another country. Since we can now connect our classroom with other classes with just the click of a mouse, we can begin to prepare them for that future now.

When students use Skype to practice phonics skills or do reader’s theater with classes in other countries, or when they read tweets or blog posts by students who live far away, but share their interests, they are beginning to get a sense of that global community that they are a part of. They develop empathy for people they have never met face to face and begin to see the world through another’s eyes.

Even though we cannot know what the future holds for our students, we can still begin to prepare them for that future—whatever their career choice might be. I don’t teach career education in first grade, but by helping my children to develop skills they will need in the future job market, I am certainly preparing them for their career!

Kathy Cassidy is an award-winning first grade teacher whose students blog, make videos and connect with classes from around the world. Each student's blog is a digital portfolio of his or her learning from the first week of school until the last. Her first book, Connected From the Start: Global Learning in Primary Grades was published last spring. 

by Paul Morsink

Of all the instructional concepts in the experienced ELA teacher’s toolbox, one of the most important and practically useful is the Zone of Proximal Development (Vygotsky, 1978). Together with scaffolding and differentiated instruction, it provides the conceptual foundation for the experienced teacher’s daily labor of intellect and love—continually adjusting instruction and supports so as to maximize each individual student’s learning.

The key insight here is that it is essential to keep each student in his/her personal ZPD, tackling tasks whose level of difficulty is such that they are too hard to accomplish independently, but can be accomplished with support. Otherwise, if the work is too easy, students learn nothing new and become bored. At the other extreme, if the work is much too hard, they learn nothing and become frustrated.

In this graphical representation of the Zone of Proximal Development, tasks in the white band (between the red and the green areas) are tasks a given learner can complete with appropriate assistance.

The experienced ELA teacher is thus continually performing an intricate balancing act—and doing it as many times and in as many ways as he/she has students with different learning levels and profiles. Each student’s ZPD is slightly different or very different from her classmates’. Also, the experienced teacher knows that scaffolding must be varied: particular types of scaffolding are more and less effective for different students.

For example, an experienced teacher knows that a little just-in-time verbal coaching works well for one student (let’s call him Shane). If Shane receives this coaching, he will succeed in creating an outline for the paragraph he’s about to write, and with an outline in hand, his writing is going to be much more coherent. (Someday soon, Shane will internalize this coaching and create an outline on his own.) In another case, Lauren’s teacher knows that reading with her partner Courtney is a powerful scaffold. Lauren pays close attention to the text and follows Courtney’s lead in asking probing questions about characters’ motivations. And so on down the line.

Which brings me (together with a group of K-12 teachers with whom I’ve had the pleasure of discussing these issues) to the question we’d like to pose to this blog’s readership: How has this ZPD-centered dynamic been affected by the digital revolution we’re currently living through? Specifically, what new steps or issues does a teacher need to consider when—inspired by reading a TILE-SIG article—he/she decides to bring a new digital tool into the classroom?

(We thought this blog would be a particularly appropriate place to raise this question—given that we’ve so often had this experience of reading here about a new literacy web tool and then rushing back to our classrooms with plans to have our students use it.)

To seed what we hope will be an ongoing conversation, we’ll share four brief observations.

1. Just as each of our students has his/her individual ZPD for reading complex texts or writing expository text, so we’re finding that each of our students has his/her own individual ZPD for learning how to use a new digital tool. What is challenging for one student may not be challenging for others, and the scaffolding that is helpful for one student may differ from what is helpful for others.

2. The upshot of (1) is that, as we think about introducing our students to a new digital tool, we find ourselves having to consider a greater number of ZPDs than ever before! As well, when we introduce a new digital tool not for its own sake, but rather to support and scaffold a larger reading or writing activity, we’re looking at a situation where one ZPD (for using a tool such as CiteLighter, for instance, to conduct and annotate research online) is in a sense superimposed on another ZPD (for taking notes from sources, for example).

3. In light of (1) and (2), we find ourselves becoming more and more expert at telling apart those digital tools that appear to match up well with our general needs and preferences, as well as with the varied types of scaffolding we expect to provide to get every student “up to speed”. For example, we become more skilled at not inadvertently disadvantaging some students who happen to take longer to learn how to use a new tool because of their starting level of expertise with computers and the available scaffolds within that tool.

4. Finally: it is important to note that we are not striving to develop our students’ expertise with digital tools for the sake of learning about the tools themselves and how they work (e.g., how it’s possible, technically, to apply yellow highlighting to a webpage). Rather our goal is to scaffold their understanding about such things as taking notes and the difference between summary and paraphrase. Thus, because of these ideas, we have coined a new term: the “Digitally Enhanced ZPD” or “DE-ZPD.” What we’re looking for in the digital tools we use in our classrooms is quick evidence that they will enhance our students’ existing ZPDs—for learning how to take notes, for example, or for writing research papers. That is, we seek to capture evidence that our students’ understanding of the curriculum is facilitated, deepened, and/or accelerated. We are less excited about the reality of having to deal with the multiplication of ZPDs (as described above) that will then require us to monitor and plan for these complexities with additional scaffolds and supports. This feeling is especially acute in the case of complexities that derive from the idiosyncratic design of a particular digital tool. 

This "before" and "after" graphic depicts what teachers hope for when they introduce a new digital tool to support students' work on a particular activity to develop particular skills. The graphic depicts that, when this student started working with the tool (scenario #2), he was able to complete more tasks than before without other assistance. With appropriate assistance (and the digital tool), the student was able to complete a greater number of more challenging tasks.

Do these observations resonate to some extent with ones you are making in your classroom? We hope so. And we hope you will chime in and share your thoughts and observations—in comments to this blog and/or in conversations with colleagues in your building.

References

Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Paul Morsink is a doctoral student in Educational Psychology and Educational Technology at Michigan State University, morsinkp@msu.edu.

TILE-SIG Feature: Curating and Sharing Your Toolbox of Digital Reading Supports with PLEs and PREs by Paul Morsink

TILE-SIG Feature: Exploring Teachers’ Perceptions of Digital Tools for Writing Instruction