T534 Children, Reading, Writing, & Computers

Fall 2001 Syllabus

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Instructor
Professor Julie M. Wood
Office: 327 Longfellow
Phone: 496-2094
E-mail: Julie_Wood@ Harvard.edu
Office Hours: 1:00-3:00 Thursday afternoons and by appointment (note: Everyone is required to schedule at least one appointment during the semester.) 

Course Web Site
gseweb.harvard.edu/~t534_web/

General Course Description
This course is primarily designed to meet the needs of students enrolled in the Technology in Education and Language & Literacy programs. The course provides hands-on experience in integrating educational technologies into reading and language arts curricula.

Course Content
Many children are at risk of school failure because of the difficulties they experience in learning to read and write. Research indicates that children who struggle with literacy skills in the early years seldom catch up to their peers in subsequent grades. Thus, the consequences of a slow start in literacy can have a profound and lasting impact on a child’s academic career.

The thesis of this course is that educational technologies, when used thoughtfully, can be one of our strongest allies in helping students become proficient readers and writers, beginning in the early grades. The course is designed to help students conduct in-depth analyses of innovative educational technologies and their potential to transform the K-8 classroom. Topics include teaching phonics, increasing vocabulary, conducting cross-cultural exchanges, and developing research skills using a range of content area texts. Specifically, students will examine how media-based tools such as interactive books, desktop publishing software, Web quests, online portfolios, digital cameras, and assistive technologies can support reading and language arts curricula for all types of learners.

The course requirements include weekly readings, several short written assignments culminating in a final paper and presentation, active participation in class discussions, and involvement in the lab portion of the class. In addition, students will be expected to play an active role in class by formally facilitating discussions: a) in the lecture classes; b) in an online forum with classmates; and c) in Lab sessions.

No technical experience is required. Students with questions about the course are invited to preview the Web site prior to the first class. 

Course Requirements
Students will select one of the following options for their final project.

Option 1, Research Paper: Students will be required to write one paper about using technology to enhance literacy instruction with a particular pedagogical objective in mind. In preparation for writing this paper, students will submit a memo summarizing the overall theme followed by a substantive outline approximately two weeks later. Students’ drafts will be critiqued by the instructor and classmates.

Each paper will have 4 sections: (See course Web site for "28 Takes on 21st Century Literacy Development" for student papers that have been posted over 3 years.)

A. Definition of a pedagogical goal, related to a particular week’s literacy focus, for a particular subset of students (e.g., promoting vocabulary development among learning disabled fourth graders).
B. A brief overview of recommended literacy strategies for promoting learning in this area.
C. Ways in which media can be integrated into your instructional plan to support the pedagogical objective you have identified (e.g., having students create a multimedia glossary of new terms to reinforce their understanding of content area vocabulary).
D. Analysis of the pros and cons of taking the media-enhanced instructional approach described. What are possible adaptations for different types of learners? What are the obstacles teachers may face in trying to implement your idea? How might these obstacles be overcome?

Option 2, Field Work: Students will be required to conduct field work in an educational setting in which technology is used to support a particular aspect of literacy instruction. In week 2 of the semester, students will submit a memo stating their research question and potential site, followed by a detailed research plan (in outline form) approximately two weeks later. Students’ papers will be critiqued by the instructor in draft form; one class will be devoted to a peer editing session.

Option 3, Using New Technologies to Design a Literacy Tool: Students will be required to focus on one particular aspect of literacy development (e.g., understanding Latin and Greek roots as a way to develop vocabulary) for a specific age group (e.g., 5th-6^th graders). Drawing upon recommended literacy practices and pedagogical design principles, students will create a prototype of a tool designed to enhance children’s proficiency in that area. They will also write a brief paper to describe the project's pedagogical framework and rationale.

Required Texts
T-534 Course pack; availability to be announced. Readings will require a commitment of approximately 3-4 hours per week.

The following books are available at the Harvard Coop:

Required:

Cummins, J. & Sayers, D. (1995). Brave new schools. New York, NY: St. Martin’s Press.

Edgar, C. & S. N. Wood (Eds.) (1996). The nearness of you: Students & teachers writing online. New York, NY: Teachers & Writers Collaborative.

Gordon, D. (Ed.) (2000). The digital classroom. Cambridge, MA: Harvard Education Letter.

Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom, 3^rd edition. Norwood, MA: Christopher Gordon.

Wood, J. M. (Ed). 28 Takes for 21^st Century Literacy Development. http://Learnweb.harvard.edu/2821. 

Optional:

Christian, S. (1997). Exchanging lives: Middle school writers on-line. Urbana, IL: National Council of Teachers of English.

Pressley, M. (1998). Reading Instruction that works. New York, NY: Guilford.

Optional Readings (on reserve)

• Bissex, G. L. (1980). Gnys at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press. (emergent literacy)
• Blanchowicz, C. L. Z. & Lee, J. J. (1996) Vocabulary development in the whole language classroom. In R. Robinson, J. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy instruction. Needham, MA: Allyn & Bacon.
• Chen, M. (1994). The smart parent’s guide to kids’ TV. San Francisco: KQED Books.
• Fisher, C., Dwyer, D. C., & Yocam, K. (Eds.) (1996). Education & technology: Reflections on computing in classrooms. San Francisco: Jossey-Bass.
• Frepon, P. A. & Dahl, K. L. (1991). Learning about phonics in a whole language classroom. Language Arts 68, 190-197. (Kindergarten level)
• Gooden, A. R. (1996). Computers in the classroom: How teachers and students are using technology to transform learning. San Francisco: Jossey-Bass.
• Jody, M. & Saccardi, M. (1996). Computer conversations: Readers and books online. Urbana, IL: National Council of Teachers of English.
• Means, B. (Ed.). (1994). Technology and education reform: The reality behind the promise. San Francisco: Jossey-Bass.
• Miranker, C. & Elliott, A. (1995). The Computer Museum guide to the best software for kids. New York: HarperCollins.
• National Council for the Teachers of English & International Reading Association (1996). Standards for the English Language Arts. National Council for the Teachers of English and International Reading Association. (Urbana, IL and Newark, DE.)
• Negroponte, N. (1995). Being digital. New York: Random House.
• Neuman, S. B. (1991). Literacy in the television age: The myth of the TV effect. Norwood, NJ: Ablex.
• Oppenheimer, T. (1997, July). The computer delusion. In Atlantic Monthly, 45-62.
• Papert, S. (1996). The connected family: Bridging the digital generation gap. Atlanta: Longstreet Press.
• Riedl, J. (1995). The integrated technology classrooms. Needham Heights, MA: Simon & Schuster.
• Sierra-Perry, M. (1996). Standards in practice, grades 3-5. Urbana, IL: National Council of Teachers of English.
• Wood, J. M. (1996). The teaching of vocabulary by computer software: A content analysis. Cambridge, MA: Harvard Graduate School of Education (Unpublished Qualifying Paper). 

Grading

Students may opt to take this course for a letter grade or on a pass/fail basis. Students will be evaluated on: a) attendance; b) participation/contribution to the class, including final presentation; c) written assignments; d) ability to think analytically about assigned readings and apply them to class discussions and online forums; and e) depth of analysis of materials reviewed.

NOTE: All assignments are due on the days and times specified (unless students have made special arrangements with the instructor). Late submissions will be factored into final grades.

Introductions; mapping the field; theoretical framework; Point/Counterpoint focused on Powerpoint; nuts & bolts of course.

Required Readings

• Wood, J. M. chapter in The Digital Classroom.
• Key Building Blocks for Student Achievement in the 21st Century Education technology can, and must, help students achieve the higher levels of education and skills required in the 21st century workplace, argues the CEO Forum in its latest education technology and readiness report. Recommendations include making the development of 21st century skills a key educational goal, aligning student assessment with education objectives, adopting continuous improvement strategies, increasing investment in research, development and dissemination, and ensuring equitable access to technology for all students. http://www.ceoforum.org

Literacy Focus: Children At-Risk:The Jeanne Chall Reading Lab

Can students who struggle with learning to read and write benefit from using communication technologies? How does corresponding via email impact at-risk students' literacy development? In what ways can student appropriate the web for their own communicative purposes when given opportunities to post their work and exchange ideas with others beyond school boundaries? Tentative guest speakers: Kristin Kellogg and Nicole Jernee. 

Required Readings

• Purcell-Gates, V. (1996). Process teaching with direct instruction and feedback in a university-based clinic. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language. Norwood, MA: Christopher-Gordon.
• Wray, D. & Lewis, M. (1997) Extending literacy: Children reading and writing nonfiction. New York, NY: Routledge. Chapter 3. (* = included in course pack)

  Required Web sites

• gseweb.harvard.edu/~litlab/ (Harvard Literacy Lab Web site)

  Optional Reading

• Pressley, M. Reading Instruction that Works, Chapter 8.

Literacy Focus: Interpreting Texts

What does it mean to comprehend a text? Educator Louise Rosenblatt theorizes that all of us interpret texts differently. That is, "different transactions between readers and texts at different times under different circumstances and for different purposes may produce different interpretations, different ‘works.’" Further, Rosenblatt asserts, "Meaning happens during the interplay between the text and a reader" (Language Arts, November 1999, p. 163). How can we help students draw on their personal experiences to deepen their understanding of what they read? How can we help them interpret a range of texts? And in what way can technology enhance such "transactions"?

NOTE: Please bring a content area trade book of your choice to next week’s class!!

Required Readings

• Pressley, M. (1998). Chapter 7.
• Chapter by Gardner in The Digital Classroom.
• Pugh, Sharon L. Teaching Children to Appreciate Literature. URL: critical.tamucc.edu/~blalock/resources/chlit/ericdoc.htm.

   Required Web sites

• "28 Takes" (online book for course) Read one of two papers: Bustamante & Welch OR Kwon.
• Explore the Graphic Organizer Links at http://www.graphic.org/goindex.html and http://www.angelfire.com/wi/writingprocess/specificgos.html

Literacy Focus: Developing Lexical Knowledge

Why is vocabulary knowledge called the link between phonics and comprehension? How can educational software be used to support vocabulary development? We will examine a variety of educational software products&emdash;&emdash;both those that make explicit claims about vocabulary development and those that make no such claim, but are in fact closely aligned with recommended literacy practices for vocabulary learning.

Required Readings

• Baumann, J. F. & Kame’enui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632).
• Nagy, W. E. (1989). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council of Teachers of English and Newark, DE: International Reading Association. *
• Blanchard, J. S. (1996). Technology and literacy education. In R. Robinson, J. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy instruction. Needham, MA: Allyn & Bacon. *

  Required Web sites

• www.wordzap.com/ (a game you can play over the Net or against the computer; aimed at people who love Scrabble and Boggle)
• discoveryschool.com/schrockguide/eval.html (guidelines for evaluating Web sites)
• www.m-w.com/netdict.htm (WWWebster Dictionary online)
• humanities.uchicago.edu/forms_unrest/ROGET.html (Online Thesaurus)
• www.wordwizard.com/ (Children play with language They can also define slang terms and add them to "Slang Street," a linked resource.)
• www.puzzlemaker.School.Discovery.com (Create your own crossword puzzles to reinforce vocabulary.)
• www.EnchantedLearning.com/dictionary.html (a picture dictionary for young children available in several languages including French, Spanish, Portuguese, and German)

  Optional Readings

• Blachowicz, C. L. Z. & Lee, J. J. (1996) Vocabulary development in the whole language classroom. In R. Robinson, J. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy instruction. Needham, MA: Allyn & Bacon.
• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapter 1, "Welcome to the Internet."
• Wood, J. M. (January, 2001, v.5, no. 1) The teaching of vocabulary by computer software: A content analysis. Language Learning & Technology, an online professional journal at this URL: http//polyglot.cal.msu.edu/llt.

  Possible software titles to explore include: Carmen Sandiego: Word, Zurk’s Rainforest Lab, Word Attack!, Planetary Taxi, SuperSolvers Midnight Rescue!, Schoolhouse Rock: Grammar Rock, Rock,Clue Finders 4^th Grade Adventure, Star Wars: Yoda’s Challenge, and The Macmillan Multimedia Dictionary. We will also review relevant Web sites such as Word Net (available through Princeton University) and "OWLS."

 

** One-page (double-spaced) MEMO describing your final project due by 5:00 on 10/17 in my office!

Literacy Focus: Early Building Blocks for Literacy

How can educational software be used to develop phonemic awareness? What opportunities do educational products currently on the market provide for application of phonics skills to decoding unknown words in "meaningful" contexts? To what extent do these products reflect strategies recommended by literacy experts for teaching phonics, specifically the NRC report (‘98) Preventing Reading Difficulties in Young Children?

Required Readings

• Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press. Chapters 5-8. *
• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapter on "Teaching with the Internet: Effective Instructional Strategies."
• Snow, C. S. (2001). Literacy and Language: Relationships during the Preschool Years. In Beck, S. W. & L. N. Olah (Eds). Language & literacy: Beyond the here and now. Cambridge, MA: Harvard Education Review.
• Stahl, S. (1996). Saying the "p" word: Guidelines for exemplary phonics instruction. In R. Robinson, J. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy instruction. Needham, MA: Allyn & Bacon. *

  Required Web sites

• Phonics chapter in "28 Takes." See in particular Martin paper.

  Optional Reading

• Frepon, P. A. & Dahl, K. L. (1991). Learning about phonics in a whole language classroom. Language Arts 68, 190-197. (Kindergarten Level) 

  Possible software titles to explore include: Reader Rabbit‘s Interactive Journey, Tenth Planet Phonics Program, Davidson Kid Phonics, Reading Blaster 2000, Dr. Seuss’s Reading Games, and Top Secret Decoder.

Literacy Focus: Developing Writing Skills in Structured Media-based Environments

How can software designed to stimulate student writing contribute to literacy development? Can these products be adapted in ways that promote authentic writing activities? During this class we will explore structured writing products and the opportunities they present for creating narrative and expository texts. 

Required Readings

(Choose 2 readings from the list below according to your grade level interests. . . )

• Applebee, A. N. (1986). Problems in process approaches: toward a reconceptualization of process instruction. In The teaching of writing, A. R. Petrosky & D. Bartholomae (Eds.), Chicago: University of Chicago Press. *
• Bizzell, P. (1986). Composing processes: An overview. In The teaching of writing, A. R. Petrosky & D. Bartholomae (Eds.), Chicago: University of Chicago Press. *
• Giacobbe, M. E. (1986). Learning to write and writing to learn in the elementary school. In The teaching of writing, A. R. Petrosky & D. Bartholomae (Eds.), Chicago: University of Chicago Press. *
• Myers, M. (1986). Teaching writing in secondary schools. In The teaching of writing, A. R. Petrosky & D. Bartholomae (Eds.), Chicago: University of Chicago Press. * (. . . in addition)
• Wood, J. M. (2000). A Marriage Waiting to Happen: Computers and Process Writing. Newton, MA: Education Development Center, Inc. www.edtechleaders.org/Resources/Readings/ 
• UpperElemLiteracy/Wood_ComputersWriting.htm
• Cochran-Smith, M., Kahn, J., & Paris, C. L. (1990). Writing with a felicitous tool. Theory into Practice, 29, pp. 235-245. * 

  Required Web sites

• Owl.english.purdue.edu (Purdue University Online Writing Lab)
• Blue.mccallie.org/wrt_ctr/ (The McCallie School Writing Center)
• www.geocities.com/Athens/Parthenon/9502/essay.html (How to write a 5 paragraph essay)
• www.bham.wednet.edu/bio/biomaker.htm (Helps students write biographies)

  Possible software titles to explore include: My Amazing Writing Machine, Imagination Express, StoryBook Weaver Deluxe, WiggleWorks and Star Act.

** Two-page (double-spaced) OUTLINE detailing your final project due in class!

Literacy Focus: Developing writing skills in open-ended media-enhanced environments

In what ways can open-ended software products be used enhance children’s creation of original compositions and support their publishing efforts? What types of projects can be enhanced through the use of such software (e.g., classroom newspapers, dialogue journals, posters)? How have thoughtful teachers adapted these and similar products to support process writing? What are the implications of publishing student work on the Web? And how can we equitably assess their development as writers? Tentative guest speakers: Valerie Becker and Martha Stackpole, West Tisbury, MA.

Required Readings

• Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann. Chapters 1, 3, and 8. *
• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapter on "Using the Internet for Language Arts and Literature."
• Reyes, M. de la Luz (2001). Challenging venerable assumptions: Literacy Instruction for linguistically different students. In Beck, S. W. & L. N. Olah (Eds). Language & literacy: Beyond the here and now. Cambridge, MA: Harvard Education Review.

  Required Web sites

• Daiute, Colette. "Writing and Communication Technologies" at: readingonline.org/research/daiute_excerpt/index.html.
• www.kidpub.org/kidpub/ (students publish stories and news about their towns)
• web2.airmail.net/def/ (Kidscribe encourages bilingual students to publish essays, stories, and poems.)
• www.mystworld.com/youngwriter/index.html (Young Writer is a site that accepts submissions from children around the world.) 

  Optional Readings

• Atwell, N. (1991) Side by side: Essays on teaching to learn. Portsmouth, NH: Heinemann. (early elementary grades)
• Bissex, G. L. (1980). Gnys at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press. (emergent literacy)
• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapter on "Including All Students on the Internet." 

  Possible software titles to explore include: Inspiration, Kidspiration, The Student Writing Center, ClarisWorks, ClarisWorks for Kids, Easy Books, and The Ultimate Writing Software.

Literacy Focus: Literature & Media

• Many popular print-based books have been adapted for use with computers, television, and video. What are some essential differences in the ways in which children experience these "media enhanced" literary experiences? How can teachers incorporate such products into their literacy curriculum in ways that promote interest in a variety of genres of children’s literature? How can such materials be used to foster rather than supplant a love of traditional books? Tentative guest speaker from WGBH.

  Required Readings

• Edgar, C. & S. N. Wood (Eds.) (1996). The nearness of you: Students & teachers writing online. New York, NY: Teachers & Writers Collaborative.
• Wood, J. M. & Duke, N. K. (1997). Inside "Reading Rainbow": A spectrum of strategies for promoting literacy. Language Arts, 74, 95-105. *

   Required Web Sites

• www.sdcoe.k12.ca.us/SCORE/cla.html (See interactive Web guides to go with children’s literature such as //allaboutfrogs.org. Note Spanish titles.)
• Wood, J. M. Author, Author! http://teacher.scholastic.com/professional/teachtech/author_author.htm
• Try out 2-3 Children’s literature Web sites using links from Gutman Library home page.
• "28 Takes," read one of 2 papers: Nishihara OR Mitchell.

   Optional Readings

• Chen, M. (1994). The smart parent’s guide to kids’ TV. San Francisco: KQED Books.
• Neuman, S. B. (1991). Literacy in the television age: The myth of the TV effect. Norwood, NJ: Ablex.

Possible media-based children’s literature to explore include: "Reading Rainbow," Weston Wood’s animated children’s classics, Broderbund’s "Talking Books," and WGBH’s two new programs, "Between the Lions" and "Arthur." Arthur’s Reading Race software will also be discussed. We will also review Web sites that focus on children’s Literature.

Literacy Focus: Online Research Tools/Reading in Science and Social Studies

Multimedia resources, designed to provide students with access to vast amounts of information, are multiplying exponentially. How can the Web, CD-ROM-based magazines and encyclopedias, and multimedia atlases be used to support student research? What strategies can teachers employ to help students use such resources wisely for projects such as writing expository texts and creating multimedia presentations for peer teaching? Tentative guest speakers: Lisa Hungness and Shannon Burkert, National Geographic.

 Required Readings

• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapters on "Social Studies" and "Science."
• Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press. Forward and chapter 8. *
• Chapter by Tally & Burns in The Digital Classroom.

   Required Web Sites

• www.thinkquest.org (a nonprofit organization that aims to accelerate the use of computer network applications and technology for educational purposes.) 

  Optional Reading

• Papert, S. (1996). The connected family: Bridging the digital generation gap. Atlanta, GA: Longstreet Press. 

  Possible software titles to explore include: Compton’s Encyclopedia, Grolier’s Multimedia Encyclopedia, National Geographic Picture Atlas of the World, The Way Things Work, The Eyewitness Encyclopedia of Birds, Encarta Africana, Encarta ’98 Deluxe, and Nigel’s World.
  

** One-page (or less) MEMO updating me on your final project due in class!

Literacy Focus: Literacy and Culture: Computer Assisted Cross-cultural Exchanges

Through telecommunication tools children can correspond with peers in different parts of the U.S. and/or the world. What types of cultural understandings do they construct when engaging in such exchanges? In what ways do these understandings contribute to students’ ability to generate and comprehend text? How can such exchange programs be a boon for biliterate/bicultural learners?

Required Readings

• Edgar, C. & S. N. Wood (Eds.) (1996). The nearness of you: Students & teachers writing online. New York, NY: Teachers & Writers Collaborative (selected chapters)
• Cummins, J. & Sayers, D. (1995). Brave new schools. New York: St. Martin’s Press. Chapters 1-4.
• Leu, D. J. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the Classroom. Norwood, MA: Christopher Gordon. Chapter on "Using the Internet to Increase Multicultural Understanding." 

  Optional Reading

• Jody, M. & Saccardi, M. (1996). Computer conversations: Readers and books online. Urbana, IL: National Council of Teachers of English.

  Required Web sites

• www.keypals.com (Pitsco’s Keypals links children to other keypal sites that help them connect with peers around the world.)
• www.globalearn.org/ (interactive expeditions all over the world)
• www.nytimes.com/learning/index.html (New York Times Web site for intermediate grade students and up; lesson plans for teachers)

Literacy Focus: Adapting New Technologies for All Types of Learners

How thoroughly are special needs students protected by current laws? In 1997 the legal landscape changed dramatically; several amendments were added to IDEA (PL 105-117). First, according to new IDEA regulations, all states that accept federal funding for education must provide "a free and appropriate education" to all students with disabilities. Second, this free and appropriate education must take place in the "least restrictive environment." Third, students with disabilities must be exposed to the same curriculum and assessments as their peers. Last, and most significant for this class, schools are also expected to provide assistive technology to disabled students to help them access the curriculum.

How can teachers adapt the curriculum for special needs students given all the other responsibilities that come with the job? How can technology help? Tentative guest speaker: Christine Burke, Ipswich Public Schools, Ispwich, MA.

Required Readings

• Rose, D. & Meyer, A. (1998). Learning to read in the computer age. Cambridge, MA: Brookline Books. (available online at: http://www.cast.org)
• Cummins, J. & Sayers, D. (1995). Brave new schools. New York: St. Martin’s Press. Chapters 5 and 6.
• Chapter by Rose in The Digital Classroom. 

  Required Web Sites

• www.CAST.org (CAST Web page; pay particular attention to "Bobby.")
• www.closingthegap.com (a Minnesota organization dedicated to adaptive technologies) 

** DRAFT of final paper or project due in class!

Literacy Focus: Creating gender-fair technology to develop literacy skills

In what ways do many girls’ reservations about the computer culture affect their development as readers and writers? If, as the AAUW report suggests (Tech Savvy, 2000), girls’ attitude toward technology is often "we can but we don’t want to," how can we get girls more involved with technological tools? How can we infuse literacy-based projects with technology in ways that engage all students? In this class we will examine design elements, derived from research, that can help promote literacy development in gender-fair environments. Tentative guest speaker: Dr. Justine Cassell, MIT.

Important! In preparation for peer editing session, please bring 3 copies of your final paper/project draft to distribute to members of small editing group.

 

Required Readings

• Chapters by Kelly (p. 154) and Riel in The Digital Classroom.
• Cassell, J. & Jenkins, H. (1999). From Barbie to Mortal Kombat. Cambridge, MA: MIT Press, pp. 2-37.
• Wood article for Scholastic to be distributed prior to class ("The Girls Have It!").

  Required Web Sites

• HGSE Research Project by Grant-Lewis, Wood, Clarke, & Patino at: gseweb.harvard.edu~wit/exploring/

Literacy focus: Peer editing session

Required Readings

• Relevant drafts written by classmates.
• Murray, D. M. (1979, September). The listening eye: Reflections on the writing conference. In College English, 1, vol. 41. 

Class Presentations and end of semester celebration.

** FINAL PROJECTS (Papers are to be 8-10 pages, double spaced) due in last class, January 10! Please attach the marked up copy of your rough draft to your final project.