E‐mail as a motivating literacy event for one struggling reader: Donna's case

McKeon, Christine A.

doi:10.1080/19388070109558343

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…Research (Bruce, 1997a;CEO Forum, 1999;Means et al, 1993;Mikulecky & Kirkley, 1998;White House Panel on Educational Technology, 1997) has suggested that schools must focus on four skill areas that have become important since the Internet's infusion into the global market. First, the ability to collaborate with others is crucial to the success of business today (Bruce, 1997a;.…”

Section: Why the Internet Is Important For Classroom Teaching And Leamentioning

confidence: 99%

“…In addition to the Internet's infusion into the global market, there is research indicating that the use of new technologies in teaching and learning may improve student achievement (Means et al, 1993; National Council for Accreditation of Teacher Education [NCATE], 1997). While some argue that technology use does not produce differences in student test scores (e.g., Clark, 1991;Oppenheimer, 1997), others suggest that the collaborative, student-centered environment the Internet creates leads to more active learning (CEO Forum, 1999;El-Hindi, 1998).…”

Section: Why the Internet Is Important For Classroom Teaching And Leamentioning

confidence: 99%

“…There were commonalities in what researchers considered to be important literacy skills of the workplace and the skills the teachers reported they reinforced in the classroom. Recall the four skill areas highlighted as important since the Internet's infusion into the global market (Bruce, 1997a;CEO Forum, 1999;Means et al, 1993;Mikulecky & Kirkley, 1998;White House Panel on Educational Technology, 1997). These included the ability to (a) collaborate, (b) communicate, (c) acquire and sift through information, and (d) solve problems.…”

Section: Does the Internet Influence Literacy And Literacy Instructiomentioning

confidence: 99%

“…First, teacher preparation and staff development programs must inform teachers of the literacy skills necessary to succeed in today's workforce (Bruce, 1997a;CEO Forum, 1999;Means et al, 1993;Mikulecky & Kirkley, 1998;White House Panel on Educational Technology, 1997). The teachers in this study taught and reinforced many of those skills; however, it was not clear whether they were aware of how vital those skills would be to their students' futures.…”

Section: What Are the Implications For Teacher Education And Staff Dementioning

confidence: 99%

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The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K‐12 Classrooms

Karchmer

2001

Reading Research Quarterly

106

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S The purpose of this study was to explore 13 K‐12 teachers' reports of how the Internet influenced literacy and literacy instruction in their classrooms. The teachers, including ten women and three men, represented 11 different states in the U.S. and were considered exemplary at using technology by their colleagues. Labbo and Reinking's (1999) notion of multiple realities in relation to new technologies provided a framework for understanding the participants' perspectives of the Internet's relationship to literacy and literacy instruction. Constant‐comparative analysis of data, including e‐mail interviews, participants' reflective journals, Web pages, online articles, and lesson plans revealed three areas of focus: (a) the appropriateness of Internet material, (b) evaluating the accuracy of Internet material, and (c) publishing student work on the Internet. Findings indicated that the teachers viewed the Internet's influence on reading as an extension of traditional literacy skills. In addition, the elementary teachers noticed an increase in their students' motivation to write when their work was published on the Internet for a greater audience. However, the secondary teachers did not find this the case. Implications for teacher technology preparation and literacy research are discussed in light of the lessons learned from this study. El propósito de este estudio fue explorar los informes de 13 docentes K‐12 acerca de cómo la Internet influenció la alfabetización y la enseñanza de la lectoescritura en sus aulas. Los docentes, diez mujeres y tres hombres, representaban 11 estados diferentes de los Estados Unidos y eran considerados por sus colegas un ejemplo en el uso de la tecnología. La noción de realidades múltiples en relación con las nuevas tecnologías formulada por Labbo y Reinking (1999) proporcionó un marco para comprender las perspectivas de los participantes sobre la relación entre la Internet y la alfabetización y la enseñanza de la lectoescritura. Análisis comparativos de datos que incluyeron entrevistas por correo electrónico, diarios de reflexiones de los participantes, páginas de la red, artículos on‐line y planificaciones de clases revelaron tres áreas de interés: (a) adecuación del material de la Internet, (b) evaluación de la precisión del material de la Internet y (c) publicación del trabajo de los estudiantes en la Internet. Los resultados indicaron que los docentes veían la influencia de la Internet sobre la lectura como una extensión de las habilidades tradicionales de lectoescritura. Asimismo, los docentes primarios percibieron un aumento en la motivación de los estudiantes para escribir cuando su trabajo se publicaba en la Internet para una audiencia mayor. Sin embargo, los docentes secundarios no hallaron esto. Se discuten las implicancias para la capacitación tecnológica de los docentes y la investigación en alfabetización a la luz de lo aprendido a partir de este estudio. Schreib und Leseunterricht in K‐12 Klassen beeinflußt dieser Studie war das Auswerten von 13 K‐12 Lehrerberi...

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Section: Why the Internet Is Important For Classroom Teaching And Leamentioning

confidence: 99%

Section: Why the Internet Is Important For Classroom Teaching And Leamentioning

confidence: 99%

Section: Does the Internet Influence Literacy And Literacy Instructiomentioning

confidence: 99%

Section: What Are the Implications For Teacher Education And Staff Dementioning

confidence: 99%

See 2 more Smart Citations

The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K‐12 Classrooms

Karchmer

2001

Reading Research Quarterly

106

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“…Although schools may not want to sanction instant messaging, they could support e-mail. McKeon (2001) found that e-mail-fostered active literature discussions could be readily established between reluctant readers and preservice teachers. Yost (2000) described how e-mail can be actively used by kindergartners.…”

Section: Peer Culturementioning

confidence: 99%

Elementary Classroom Web Sites: Support for Literacy within and beyond the Classroom

Baker

2007

Journal of Literacy Research

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The purpose of this study was to understand how elementary classroom Web sites support children's literacy. From a sociocultural perspective of literacy and a transformative stance toward the integration of literacy and technology, and building on explorations of new literacies, I discuss opportunities provided by the Internet that can support literacy within and beyond classrooms. Using open and axial coding as well as typological analyses, I found 3 basic Web site features and consider how they support common instructional approaches, parental involvement, and notions of the invisible classroom. I conclude with a discussion of how these findings are encouraging and revealing. I offer a variety of suggestions to expand features that are currently available on elementary classroom Web sites.

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The importance of elementary school students’ social chat online: Reconceptualising the curriculum

Maher

2009

Computers & Education

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E‐mail as a motivating literacy event for one struggling reader: Donna's case

Cited by 8 publications

References 17 publications

The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K‐12 Classrooms

The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K‐12 Classrooms

Elementary Classroom Web Sites: Support for Literacy within and beyond the Classroom

The importance of elementary school students’ social chat online: Reconceptualising the curriculum

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