What does the research say to support all of this?
CELL PHONES: RULE-SETTING, RULE-BREAKING, AND RELATIONSHIPS IN CLASSROOMS.
According to Charles, changing the rules about cell phone use in the classroom is essential in an ever-changing world. This study focuses on the rules that are set by teachers and schools regarding cell phone use and students rampant breaking of these rules. Charles did a series of observations throughout high school English classes and observed that often "In response to an inquiry about cell phone rules, I received mixed responses from both students and teachers, as if the rules themselves were not clearly defined". He found that not only were the teachers not enforcing the rules, but some students were unaware that some of the rules, such as no cell phones during lunch, even existed.
Charles interviewed a number of teachers about their rules and why some were more lenient than others. Many said it was because students bring the cellphones anyway, and there needs to be a mutual trust involved.
Charles interviewed a number of teachers about their rules and why some were more lenient than others. Many said it was because students bring the cellphones anyway, and there needs to be a mutual trust involved.
"Ms. Fisk agreed, stating that she felt there were "rules, but it's also a judgment call," depending on whether the student in question is "goofing around all the time" or "a good student." She continued, "I'm pretty cool with them, lenient, and since I have that kind of relationship, I go about it more 'I'm disappointed.'" Here, she expresses the value of relationships and her self-designation of being "cool" because of her own age proximity to students. These teachers described examples of flexibility in establishing policies around social digital tools."
At the end of his research, Charles concluded that in the age where most students bring technology with them to school and rely on it for almost everything. We teachers need to see that the days of banning technology from the classroom are over. Our job as teachers is to teach students how to find information almost as much as they need the information itself. Digital literacy is just as important and reading literacy, and creating an atmosphere of mutual respect will help students learn when the time and place is for their technology. We should embrace it, not avoid it.
CHARLES, A. S. (2012). CELL PHONES: RULE-SETTING, RULE-BREAKING, AND RELATIONSHIPS IN CLASSROOMS.American Secondary Education, 40(3), 4.
Books and Literacy in the Digital Age.
In this article, Raab explains how reading books can still be valuable in the digital age. She explains that despite the ever-growing demands of technology, that doesn't mean that we no longer need books. She explains that our job is to encourage students to read, by any means. Getting a child to read a book whether because he or she loves "the way the binding cracks the first time you open a new hardcover book; the little globules Of glue that cling to the corners of the binding; the feel of a small book held in one hand, or the heft of a large book as it sits on your lap", or because he or she likes to read on his or her iPad, "the simple fact is this: Literacy starts at home. If parents surround their child with books, read to him or her from the start, and promote reading throughout the child's development, chances are quite good that the child will grow up to be a reader. And the more he or she reads, the more he or she will read". Books are now more accessible than ever before, thanks to technology; children can gain access to information now that would have taken a specialized librarian to locate 50 years ago.
"You must be functionally literate in order to use the internet. This has led to a phenomenon called e-literacy, a practice begun and perfected by millennials.
E-literacy incorporates all of the reading children do online, as opposed to offline with hard-copy text. Chances are that any random child spends more time instant messaging, texting, blogging, creating or adding to wikis, doing online research, tweeting, or using social networks. like Facebook or MySpace than curled up with a good book. But when parents and teachers criticize the amount of time kids spend online, they're forgetting that you have to be literate to use the internet effectively. By focusing children's enthusiasm for online exploration and expression on powerful educational tools, parents and teachers can promote literacy alongside technology."
Keeping our students motivated is how we reach them as educators. What motivates our students? Technology. Because of this, there is a culture of literacy forming now that could forever shape the students we have. If e-books are the future, then educators need to be teaching students how and where to find them. Building digital literacy will help our students level the playing field and become valuable members of society.
Raab, R. (2010). Books and Literacy in the Digital Age. American Libraries, 41(8), 34.
A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement
In this article, McClanahan examines the affects of using technology with a low performing student. She received access to an iPad for use with one particular student, and tracked the results. The subject was able to bring up his instructional reading level in only six weeks using specific apps that helped him focus and complete more reading than when he was not using the iPad. He used an app that allowed him to record himself reading, then listen to see how he sounded. This method improved his fluency greatly, and the results were remarkable. This study shows that the use of technology in the classroom doesn't need to only serve as motivation for students. There are applications and programs that can legitimately help students raise their abilities in ways that traditional instruction can not. Helping students to learn how to actively seek out technologies like this can help them become better readers, but also improve their literacy over all.
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research & Practice to Improve Learning, 56(4), 20-28