Digital Reading Chapters 3 - 5

Big Ideas from Chapter 3, 4 and 5

• "Each day they used a new tool because it fit their need or purpose at that moment."p. 28
• "They were using s particular piece of technology when it made sense for their learning." p. 28
• "I use tools in ways that extend, expand, analyze and record my reading." p. 29
• "Focusing on the learning rather than the tool created a more authentic workshop" p. 32
• "Students need us to help them navigate the strategies and habits..." p. 47
• "Sometimes the best strategy for a teacher is to simply get out of the way." p. 63

TECHNOLOGY TIPS AND TECHNIQUES:  Ann Marie Corgill

Knock me over as I read Ann Marie's tips....the idea of integrating tech tips into your weekly schedule.  I have read about this concept in different formats and still don't find time in our classroom schedule.  Last year, I did a much better job of building a Digital Menu.  Introducing our class to a new tool allowing time for exploration and practice then allowing choice in the lesson.  It was 50/50 some students went back to their favorite (Keynote, Explain Everything, Comic Life) others would try the new tool.  This year I plan to do a combination of new digital tools and allow the students to choose which one they are an expert in and letting them teach it to their peers.  Less reliance on me and more ownership on them.  

Finally I really enjoyed reading the Voices from the Classroom.  My biggest learning typically comes from hands and eyes on in the classroom. In all these sections, I learned a new strategy or how to modify ones that I am currently using.  It was fun to learn about a few new websites.  I am also thankful for the opportunity to write a section for a voice in the classroom and sharing my experiences with Wonderopolis.  Reflecting on my own practices helped me think deeper and becoming published in a book is now off my bucket list.  Thanks Franki for inviting me to write a small part in your book. 

Digital Reading: Chapters 1 & 2

How I read professional books has changed over the years.  I am curious about the author’s word choice so I find myself collecting vocabulary words and writing them in the margins.  In Chapter 1 & 2 I noticed:

·      Motivation

·      Intention

·      Flexible

·      Superficial

·      Rigorous

·      Interact

·      Ownership

In both chapters: Defining Digital Literacy and From Reading Workshop to Digital Reading Workshop, the first step is determining the intention of the lesson and increasing the motivation for all students. Motivation is varied among students: digitally it could include the flexibility of: BYOB device, class devices, Kindles as well as blogging, websites, and digital magazines. As the teacher I always take ownership of knowing my students as readers and writers through conferences. My goal is that the mini lessons will increase the rigor at the same time “being aware that some students may interact at a superficial level.” This was a key point for me as I read about Marissa. I reflected on this year’s class and know that I had a few Marissa’s.  How did I help them achieve ownership of their reading?  I was still giving them 2-3 book choices in March when they couldn’t find a JR book.

It is always gratifying to me when I read a professional book and in my head I can say “Yes I am doing that" or “Hooray I’ve tried those websites>" Sometimes in education we need to be our own cheerleaders.  As I finished, chapter 2, I started to think about the statement that was posed: What is my vision for my digital workshop for the 2015-16 school year.  I am constantly thinking about how to make it stronger and I’m sure as I continue to read the rest of the book I will continue to lift the best ideas out of Digital Reading:  What’s Essential in Grades 3-8 in addition to reading the blog posts.

I am excited to learn along with you, and I'm thankful to Cathy, Laura and Michelle for hosting #cyberPD.  Here is the link up for this week.