The Digital Educator 1 | Page 7

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of

communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

Common Core Learning Standards (CCLS), Standards for English Language Arts and Literacy in Social Studies, Science, and Technical Subjects; p. 31

All of the six Instructional Shifts in ELA are addressed within the course of the unit. The Write Clicks experience will also help to prepare students for future computer-based testing which will include extensive interaction with reading and producing digital text.

“After the project was over I thought for a minute and I realized something. I was working with a notebook, a note taker, a paper and pen, an encyclopedia, a book, and a camera all in one. I found this easier than going back and forth with notebooks, folders and textbooks. " -Student, School 67

The program also serves as embedded professional development in technology integration for teachers, providing lesson materials, iPads for student use, and one-on-one coaching and interaction with an Instructional Technology Coach. Year One of the program has allowed Instructional Technology Coaches to work with over 40 teachers across the district in a sustained, collaborative, co-teaching experience.

Teachers have reported a high level of student engagement throughout the project. The various accessibility features of the iPad , such as the "speak to text" function have allowed struggling students to access complex text with greater ease. The highlighting features of Apps like Goodreader have given students the opportunity to physically interact with text, such as that in their textbook, making the search for text-based evidence a very concrete action.

Allowing students to demonstrate their understanding in varying ways has also enabled students who may not perform well on tests and quizzes to shine as the video director, narrator or performer.

Teachers have surprised themselves with their own success as well. The majority of teacher participants described themselves as proficient at using technology in the classroom prior to beginning the project but most had little to no experience with iPads. Teachers reported a certain level of fear and uncertainty at the beginning of what seemed a somewhat overwhelming project using unfamiliar technology. All of the teachers involved have given positive feedback at the conclusion of the unit. They spoke highly of the co-teaching experience with the Instructional Technology Coach and several have since invested in their own iPads!

If you want to learn more about the Write Clicks program and view project materials, resources and student work go to: http://buffaloschools.org/webpages/writeclicks.cfm

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