Teacher Wisdom Stories: Cautions and Recommendations for Using Computer-related Technologies for Literacy Instruction

Linda D. Labbo
Donald J. Leu, Jr.
Charles Kinzer
William H. Teale
Dana Cammack
Julia Kara-Soteriou
Ruby Sanny


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One thing we have come to appreciate during the years we've spent as educators is the value of what we call teacher wisdom stories. Teacher wisdom stories are reflective, insightful, and informative statements that offer advice about effective classroom teaching and learning. They may take many forms, from a concisely worded statement to a lengthy narrative. For example, as teachers eat lunch they frequently share stories about things that work or don't work in their classrooms. Some of the most valuable teacher wisdom stories are about solutions to problems that teachers have discovered during struggles to implement new instructional approaches. Whatever form or forum such stories take, they all share a common characteristic-the power to enrich the fortunate listeners with rare insights that may inform or even transform their pedagogy.

The purpose of this month's column is to share teacher wisdom stories and advice about how to effectively use classroom computers for literacy instruction. We believe this is a timely topic; recent statistics indicate that teachers want and need to learn how to use classroom computers more effectively. For example, student access to Internet-connected computers (as indicated by student-to-computer ratios) improved from 20 students per computer in 1998 to 5.6 students per computer in 2002 (Ansell & Park, 2003). Computers are readily available in U.S. schools. However, at least 50% of veteran and new teachers identify themselves as educational technology novices, and only 42% of new teachers recently stated that they feel well prepared to use computers instructionally (Office of Social & Economic Data Analysis, 2003). Thus, both veteran and new teachers need wisdom from expert teachers to become technologically literate.

The teacher wisdom story statements we provide here are drawn from a U.S. survey we conducted as one component of a larger study (http://ctell.uconn.edu/home.htm). The 125 survey participants included teachers and technology coordinators who are technologically literate. Technological literacy means the ability to use computer-related technologies to (a) improve productivity, performance, and learning and (b) expand the knowledge base to use these tools in content areas so that students' academic achievement improves (U.S. Department of Education, 1997).

Although the interview survey focused on K-3 teachers nominated to participate because of their exemplary use of computers for literacy instruction, the answers could well apply to teachers in grades 4 to 6 as well. Our research teams at four universities used qualitative methods to conduct a content analysis (Miles & Huberman, 1994) of the online interview and survey responses by grade level. We have reported elsewhere on specific findings for each grade level (Labbo, Kinzer, Leu, & Teale, 2003a, 2003b). Here, we focus on insights, advice, and cautions about computer use that were mentioned by teachers at all grade levels. Indeed, many of the suggestions they provide are "cautionary tales" drawn directly from some of their struggles to integrate computer technologies with their classroom cultures.

When you read the following suggestions, imagine that you are asking questions about effective classroom computer use as you eat lunch in the teachers' lounge at an elementary school and that several colleagues are sharing their wisdom. To provide the flow of a conversation, a discussion prompt begins each section, followed by various teacher voices in the form of quotes and summary statements of key ideas drawn from our survey.

I feel very isolated in my attempts to use the computer in my classroom. What can I do? Where can I get good ideas?

We all feel isolated when we first use classroom computers because we typically have too little guidance or support. I've found that there are various types of support available to us through staff development, technology personnel, and Internet resources.

First, I advise you to carefully select and participate in professional computer-related staff development opportunities. "[I agree]...staff development is a major factor in the success of technology integration and can help prevent computers from being just one more failure in attempting to assist students." You have an opportunity to shape the content and approach to staff development that you receive. For example, when I found out that the only training we would receive at my school was a Friday afternoon workshop, I talked to my principal and my school technology committee requesting an approach to staff development that has a track record of effectiveness. I respectfully reminded them that staff development that works involves more than one workshop. Such development requires demonstrations of effective computer use, ongoing mentoring and modeling, hands-on training, sanctioned time to reflect on computer-related activities, giving and receiving targeted feedback, and sustained grade-level collaboration. "[I reminded my principal that] teachers need adequate time for professional preparation."

Second, I suggest that you ask people in your district exactly what technology support resources are available to you. Then, record in your lesson-plan book the names and contact information for the technology coordinator and technology representatives who are available to give guidance or act as a troubleshooters. If you ask for these names and discover that no one is available, include the need for technology support on a list of requests or demands for your administrators.

States and school districts have invested heavily in placing computers in classrooms, and they want to see that they are used effectively. Administrators need to know that...without a good technical support department, teachers are likely to feel frustrated and give up on using the various technologies.

Third, use technology as a resource for your personally guided professional development. "The Internet is a useful tool because [teachers] can find multitudes of information at their fingertips." It is necessary for us to use computer technologies to connect with other teachers, to share information, and to update our own pedagogical or content knowledge.

Technology helps teachers stay current with research and current event issues. Various technology tools help provide support for teachers to create inspiring and adaptable instructional materials.

[Teachers need] to learn to be flexible, study what is out there, get on to a listserv of other teachers at their grade level or area of study to keep current.

Class websites (http://comsewogue.k12.ny.us/~ssilverman/2000), teacher listservs (www.reading.org/publications/rt/rt_listserv.html), professional organization sites (www.reading.org/positions/technology.html), and educational portals that offer lesson plan ideas and computer-related activities (www.internet4classrooms.com/kindergarten_links.htm) are good technological sources for great teaching ideas. In addition, if district- or campus-level staff development is not offered, resources for individual professional development are available online (e.g., www.ed.gov/inits/bestpractices). I took an online course and learned many exciting ways to integrate the computer and my classroom culture without losing my mind in the process.

I know I need to use the computers in my classroom. How can I make sure the technology is being used well?

Technology should add substantively to your literacy curriculum and not be used merely for its own sake. Technology use in the classroom must support or add value to the curriculum and instructional objectives.

One shouldn't use the Internet just because it is there. You should always be sure that you have a purposeful activity for the students and make sure they know what that activity is. Misdirected Internet use can be a waste of valuable instructional time. Organized and purposeful activities can open doors for students to engage in enriching and enhanced learning experiences.

Use any technology as a tool, not as a curriculum. Find ways to integrate technology with existing curriculum; don't try to add another subject into the day.

I find it is best to use these [computer technologies] when they add something to the activity or curriculum, not just because the technology exists.

I do not force technology. If it is the best and most meaningful tool to use, then we take that tool out of our box. However, if the best way to solve our problem is to literally use paper and pencil, that is what I pull out.

"Learn management procedures for the one-computer classroom, [the multicomputer classroom], as well as the computer lab." For example, be sure to place one computer in a central classroom location where the entire class can view the screen. Use this whole-group computer to demonstrate computer applications, navigate the Internet, or celebrate students' work. Make sure that all students have access to computers throughout the week. Whether individuals, peer pairs, or small student groups work at the computer, teachers should monitor students' opportunities for computer time through sign-up sheets or daily routines to ensure that all students have regular access.

I think a specific computer time with individuals assigned to use the computer should be set up so that all kids have equal access to the computer. This is really important so that all kids have the same experience in the classroom and learn to feel comfortable using the computer.

In addition, don't assume that all children who step into your classroom have sufficient background in using computers for educational purposes. While it is true that many children have grown up with computers and computer games in their lives, many others do not have computers at home. Computer access at school then becomes critical in closing the digital divide between children of low socioeconomic status and their more affluent peers. It is imperative for teachers to scaffold children's use of computers for educational purposes.

Learn what students can do with computer technologies at various grade levels, particularly at the grade level you teach. Observe children who are adept at using computer technologies to get a sense of their capabilities. Through observation, you can gain insight about their understanding of literacy.

Right now I use computer programs to observe the abilities of my students. I watch them playing computer games and observe how well they understand the directions [or] find the right letter matches. This gives me a beginning clue as to their ability levels.

In addition, the National Educational Technology Standards (NETS) for students provide student learning profiles for grade clusters (pre-K-2, 3-5, 6-8, and 9-12). The standards provide guidelines for what children should be able to do by the end of the grade cluster. For example, by the end of second grade, students should know how to use multimedia resources, including interactive books, multimedia encyclopedias, and educational software to support their learning. They should be able to create developmentally appropriate multimedia products through collaborative effort. They should be able to solve problems or communicate ideas with various types of technology tools that include digital cameras, word-processing programs, and drawing tools. The NETS standards are available online (www.iste.org).

What do I need to keep in mind when using the Internet in the classroom? Are there any new skills or strategies that children need to learn when using the Internet?

Be sure that your school has guidelines for Internet access and use and share those guidelines with parents and students. Many schools now have consent forms for parents to sign. The forms highlight guidelines and agreements that students adhere to when using computers for schoolwork.

If [you are] new to Internet use with kids, seek out other teachers who have experience and willingness to help. Take it slow, participate in Internet projects that fit with your curriculum.

Student use of the Internet requires teacher attention and supervision.

Teachers and school staff must strive to ensure student safety.

New literacies include the ability to use a variety of technology resources and tools. For example, your students need to know how to use e-mail for authentic purposes. It's important for students to develop skills keyboarding, navigating, accessing information, and reflecting on what they read. They also need to learn screen conventions.

I think just as we need to teach children conventions about the printed word on paper, we also need to teach them about screen conventions. Digital displays are everywhere you turn, from the checkout line at the grocery store to the ordering display at a fast food restaurant. These screens contain all kinds of information, including advertisements. We need to be sure that we are giving our students the tools to understand that while these screens contain factual information, we must also work to make sure they become critical users of the information these screens contain.

Advertisements on the Web also are distracting, send cultural messages, and can lead to potentially dangerous sites for kids-be vigilant!

Teachers indicated that new literacies are important for students because they need to think critically and use technology critically, as well as synthesize and evaluate information. There is a wealth of information on the Internet; however, it's not all credible, and teachers need to help students learn how to critically evaluate websites.

Teachers need to have good electronic literacy skills themselves and be able to evaluate sites for biases.

When students compare information from different texts, including electronic encyclopedias and websites, they practice comprehension skills. Often students will come across texts with inconsistent information. Using the Internet allows them to consult additional resources to verify or disprove the facts they find.

Understand that a website may create confusion for readers. I'm thinking of pages with frames. You track left to right but not across the whole page.

[Teachers should] learn how to utilize technology for reading and gathering information, construction of information into a variety of formats, and...to disseminate what the students have learned.

What do I need to know about software?

You need to be familiar with the software available to you, and you need to know how to integrate technology and the curriculum effectively. The software used must be developmentally appropriate for students in order to have an impact on learning.

I feel the programs must be carefully looked at to see if they are serving the intended purpose and whether they can/should be used independently or with a teacher present to facilitate.

I use [computer software] as a way to reinforce skills already taught. A child experiencing difficulty would have me sit by his/her side during [computer] center time to do the program together. This would allow for assessing his/her needs and reteaching...with or without the use of the computer.

Too many bells and whistles and some children lose the point as they become overly focused on sounds or animations. That is why I have created Hyperstudio programs for skill practice. They have the same ability to engage without the overstimulation.

Using developmentally appropriate digital content (software and Internet resources) that support the instructional objective(s) will provide opportunities for developing higher order reasoning and problem-solving skills.

Most computer programs I use [give students] an opportunity for free choice. Furthermore, the children are highly motivated to learn using technology.

The ones that use humor are the most valuable. The children tend to use them more often and remember them.

If you are unfamiliar with various types of software applications you will be unable to integrate computer activities and the literacy curriculum effectively. Select educational software that aligns with conventional literacy goals, new literacy objectives, and children's individual instructional needs or that contributes to an overall unit theme or project. For example, children who cannot read independently require software that will read the text aloud, use descriptive animations, or offer other levels of interactive feedback. Reviews of educational software are available online (e.g., www.superkids.com). Ratings at Superkids Educational Software Review focus on educational value, ease of installation, and appeal for children.

Do you think that computers will ever replace teachers in the classroom?

No, computers will never replace classroom teachers because teachers are the key component in classroom learning.

Computers will never replace teachers in the classroom.

Technology is a tool not the teacher.

While computers are becoming more interactive and use immediate reinforcements, I find that they pale in comparison to one-on-one teaching correspondence with a living, breathing person with whom a child can converse about word-attack strategies and the meaning the material carries for the child in comprehension.

Technology should be used...as a supplement to, rather than replacement of, literacy instruction by the teacher.

What you, the teacher, know and don't know about using computers matters. Your knowledge about various aspects of using computers has an effect on the benefits your students will get from having computers in the classroom. Therefore, it's imperative that you learn as much as you can about effective computer use for literacy instruction.

Teachers need to evaluate sites and software before using either in class, and they need to incorporate good teaching while working with students and technology. Technology should be properly utilized in order to be effective and can be used for much more than drill activities.

Student needs should direct the use of each technology.

The principles of effective technology use, as I see it, would be teacher involvement first and foremost. I believe strongly that the use of computers alone will not greatly enhance any curriculum. It is only with the careful choices made by the teacher that software and websites will provide children with enriching and useful experiences.

References

Ansell, S.E., & Park, J. (2003). Tracking tech trends: Student computer use grows, but teachers need training. Education Week's Technology Counts, 22(35), 43-48.
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Labbo, L.D., Kinzer, C.K., Leu, D.J., & Teale, W.H. (2003a, May). CTELL: Case Technologies in Literacy Learning. Paper presented at the 48th annual convention of the International Reading Association, Orlando, FL.
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Labbo, L.D., Kinzer, C.K., Leu, D.L., & Teale, W.H. (2003b, May). Kids, computers and literacy learning: Stepping into K-3 classrooms. Paper presented at the 48th annual convention of the International Reading Association, Orlando, FL.
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Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). London: Sage.
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Office of Social & Economic Data Analysis. (2003, January). Analysis of 2002 MAP results for eMINTS students. Retrieved May 27, 2003, from http://emints.more.net/evaluation/reports/map2002.pdf
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U.S. Department of Education. (1997). President Clinton's call to action for American education in the 21st century: Technological literacy. Retrieved May 23, 2001, from http://www.ed.gov/updates/PresEDPlan/part11.html
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About the Authors

Labbo is editor of the Technology in Literacy department. Leu teaches at the University of Connecticut. Kinzer teaches at Columbia University, New York. Teale teaches at the University of Illinois at Chicago. Cammack is a doctoral student at Columbia University, New York. Kara-Soteriou teaches at the University of Bridgeport, Connecticut. Sanny is a doctoral student at the University of Illinois at Chicago. This project was supported by National Science Foundation Grant No. 0089221.


The department editor welcomes reader comments on this column. E-mail llabbo@coe.uga.edu. Write to Linda D. Labbo, The University of Georgia, 309 Aderhold Hall, Athens, GA 30602, USA.


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Citation: Labbo, L.D., Leu, D.L., Kinzer, C.K., Teale, W.H., Cammack, D., Kara-Soteriou, J., & Sanny, R. (2003, November). Teacher wisdom stories: Cautions and recommendations for using computer-related technologies for literacy instruction [Technology in Literacy department]. The Reading Teacher, 57(3), 300-304. Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/11-03_column/index.html

Reading Online, www.readingonline.org   ISSN 1096-1232
Published November 2003 in The Reading Teacher
Posted simultaneously in Reading Online
© 2003 International Reading Association, Inc.