"Enhancing Adolescent Literacy Achievement Through Integration of Technology in the Classroom"

In this scholarly article written by Betty Sternberg, Karen Kaplan, and Jennifer Borck, they talk about the use of technology in the classroom in order to improve students' literacy skills.  The primary grades focused on are fourth through twelfth, and the identify that more than eight million students are identified as struggling readers.  What the writers state is that in the state of Connecticut, they are continuing to explore key elements in specific programs that will help with the improvement of literacy.  They believe that by incorporating technology in the classroom, it will greatly improve the struggling readers due to the fact that technology "plays in increasingly central role in our society".   

There are seven different areas in which technology can be used to inform the future practice. The majority of them deal with the students; however, teachers and parents also have the ability to engage and promote literacy through technology for their students and/or children.  Many states are involving online school into their school districts because it has the benefit of targeting students' specific needs and provide flexibility in pacing and scheduling.  Students also are engaging in communication tools and word processing that provide the use of today's technology and use of it out of school and into the classrooms.  As for teachers, involving technology into the classroom to achieve literacy helps them to enhance their professional development because they too are able to use the technology to go and communicate with other teachers, mentors, etc. and find new practices and advice to bring into the classroom.  By providing technology in the classroom, students, teachers, and parents are all benefiting as the lack of literacy in students becomes improved and achievable. 



Sternberg, B.J., Kaplan, K.A., & Borck, J.E.  (2007).  Enhancing adolescent literacy and achievement through integration of technology in the classroom. Reading Research Quarterly, 42(3), p. 416-420. doi: 1598/0814146767

Felt Sense

Perl discusses the idea of recursive writing in which he states is a type of writing process that "writers use to keep the process moving forward", meaning that "there is a forward moving action that exists of a backward moving action".  There are three elements to this process, but the one that struck me the most was the idea of "felt sense".  The idea of felt sense cannot be seen on paper, but instead it is everything that a writer feels and knows about a specific subject.  After reading and re-reading what this certain attribute of the recursive process is, I was wondering, has anybody ever realized that they do felt sense when they write,? If so, do you pay attention to it and stop and go back several times through your writing to express it?

Perl explains that writers tend not to have an awareness of it, and I believe him.  I know that what I write comes from within and it is my words that explains a certain writing topic that is given, but I never took the time to realize that the way I write about a topic reflects my "felt sense".  For example, Perl uses the example of a girl repeating the words "anxious moments".  After allowing herself to think through the topic she realizes that exams give her anxiety.  She is able to take something she has experienced and relates it to those key words given. 

Throughout my education I have been given many different writing prompts on a wide array of topics.  I have always picked out key words to use to think of an image or topic and relate to it.  I never thought that this way of thinking and rethinking was called "felt sense" and was a technique used in a composing process.  However, after reading this piece, I know can understand that I have always possessed "felt sense" without realizing it since it is also referred to as "inspiration" and one's "inner voice".  "Felt sense" is your voice that you project onto paper.

Teacher Involvement in the Writing Process

Throughout the reading, Williams discusses the process approach of writing and introduces the significant idea of having student-centered instruction.  He states that there are three key factors provided and implemented by the teacher that are used in order to improve student writing.  They include "(a) asking students to write often, in meaningful contexts, (b) providing frequent feedback on work in progress, and (c) requiring numerous revisions based on that feedback" (p.101).  As teachers, is it a good idea to focus on these three factors for our students' writing improvement? What are the benefits of being continually active with your students during the writing process as well as providing a student-centered learning environment?

Personally, when I first read these three factors that are described in student-centered instruction, it reminded me of my writing instruction throughout elementary school (and somewhat into middle school).  My former teachers were very active with my classmates and myself during a writing assignment.  There were weekly to bi-weekly conferences with my teacher, peer revisions and conferences which were also known as "writing workshops".  By having my teacher involved throughout the writing process, I was able to write and gain feedback which helped me understand and improve my writing.

Because of my experiences with this type of learning, I would agree that teachers, especially at a young grade, should engage in the instruction of these three factors.  Students do not write enough during daytime instruction these days and by allowing them to write and consistently meet with them, it allows you to see their progress individually and assess their writing ability.  In return, this benefits you because you will be able to see the improvements that certain students need and allows you to meet and work with them on a one-on-one basis.

By providing "writing workshops" and student interactions in the classroom, it also allows student feedback and to practice peer editing and revision.  Students will take a more active role in learning by applying their writing knowledge and skills in a more interactive way where they are able to be the teacher and help their peers.

Overall, I believe that this way of teaching is an effective tool for student learning.  Too many times are students asked to write and go through the stages of writing alone.  These learning technique allows them to gain an understanding of everything that is incorporated in writing by discussing with their teacher and their peers, which in the long-run helps improve their writing.