New Technology &

Digital Literacy
Susie Strong, Georgia Skipper,
Molly Watson & Alexis Kiriakos
Padlet Brainstorming

Please go to the site below on your laptop or smartphone

https://padlet.com/wall/n5i1eq9shce2
Start submitting: different literacies or technology you know your
students are interacting with
Questions you have about new technology or literacies
Worries you have about new technologies or literacy
Any cool sites you know of and use!
5 online reading comprehension skills

5 processing processes are occurring during online research and

comprehension:
1.reading to identify important questions
2.reading to locate information
3.reading to evaluate information critically
4.reading to synthesize information
5.reading and writing to communication information
How do we teach students these skills and strategies?
Critically evaluating information

Everyone go to http://www.zapatopi.net/treeoctopus/ on a
smart device
Take a few minutes to evaluate the website
List three pieces of evidence that shows this website is reliable or
unreliable
Is the information on the website reliable or unreliable? Why?
First, lets look at Reciprocal Teaching...

Research has shown that reciprocal teaching consistently and

positively affects student comprehension.
Key elements of reciprocal teaching:
Use of printed texts
Common text
Small group instruction
Modeling
Focus on 4 strategies (predicting, questioning, clarifying, summarizing)
Gradual release from teacher to student
Collaboration and discussion
Reciprocal teaching is the foundation for Internet Reciprocal
Teaching, although there are many similarities and differences
between the two.
 So what do we do about that?

Phase 1
Phase 2
Teacher Phase 3
Collaborative
led Inquiry
modeling
instruction
1. Phase 1: Teacher led instruction
a. Direct, whole class instruction of online reading skills and strategies designed to establish essential classroom routines and
foundational Internet and computer skills. Teacher explicitly models online reading comprehension strategies and group
discussions as well as basic technology usage like how to carry a laptop and open applications.
b. Think-aloud demonstrations, time for students to apply information
2. Phase 2: Collaborative modeling of online reading comprehension strategies
a. Teacher and students begin to share responsibility of introducing new strategies and putting those strategies to use.
b. Lessons are designed to minimize teacher talk and maximize the time students are engaged with the given task.
c. Lets try it!
d. Allow time for students to debrief and exchange strategies.
3. Phase 3: Inquiry
a. Independent (or small groups) online inquiry related to the curriculum, teacher acts as a facilitator of online strategy use.
b. Students are encouraged to develop their own questions to research using strategies learned.
c. Students will collaborate with their classmates, grade, school and eventually people around the world through technology!
d. Through technology students are learning how to question, locate answers, evaluate, synthesize and communicate
information over the internet.
Phase 2: Collaborate modeling

Solve these three problems on the Internet:

1. What were Abraham Lincolns views and practices on slavery?

2. Find another answer to this same question

3. Which answer do you think is most accurate and how did you
determine that it was?
New Kinds of Literature and Literacy

Blogs
Tweets
Online articles
Facebook posts

Kindle books
Online journals
Videos (youtube)
Satire news sites

Wikipedia
Newsela
Lets experience Padlet!