Abby+Ward+-+Resources

Yuan, Ting. "From Ponyo to "My Garfield Story": Using Digital Comics as an Alternative Pathway to Literary Composition." Childhood Education 87.4 (2011): 297-301. ProQuest. Web. 11 June 2013.
 * Resource 1:**

 This piece discusses the use of digital comic strip making in a 2nd grade classroom. Students in the classroom studied comics, created comics on a paper template, and transferred them to the “Comics Lab,” a comic creator on @http://www.professorgarfield.org/pgf_comics_lab.html. The author makes the case that comics can “produce a greater literacy effect” because of the combination of pictures and words, and digital comic strips appeal to the “digital native” children in schools today. She concludes that because the students were interested and the assignment inclusive, students produced high quality work.  In the list of steps for teachers who want to try to integrate digital comic making into their classroom, the author included one very important step—building students’ technology backgrounds. She states “the teachers in the earlier school year started to teach students basic computer skills during everyday reading and writing…so that students could quickly pick up new web applications.” This is an important step to remember when integrating technology—even the “digital natives” have to practice basics. Traditional skills were also integrated into the lesson. The students drew on paper as well as used computers, which was a nice combination. In addition, the author made sure to mention the collaboration between the classroom teacher and technology coach—another important step to creating successful lessons.
 * Summary:**

Dobler, Elizabeth. "Using iPads to Promote Literacy in the Primary Grades." Reading Today 29.3 (2011): 18-9. ProQuest. Web. 11 June 2013.
 * Resource 2:**

In this article, the use of iPads in the classroom is discussed using the model of Jessica Asbury’s first grade classroom. Jessica uses iPads in literacy centers, which assist with her practice of differentiated teaching. The iPads become tools that help her students have “opportunities to set their own goals, make responsible choices, and take ownership of their learning.” On the iPad, Jessica created different folders for her differentiated groups, filled with games and activities specific to their level. They practice different skills on different days. The students often use the iPads with a partner, promoting peer collaboration.  What really struck me about this article was the natural integration of technology in Jessica’s classroom. The article simply stated: “even with all the bells and whistles of cool apps and an interactive screen, an iPad serves merely as a tool to facilitate instruction and learning.” There was no gushing about the transforming powers of the iPad. The way Jessica used iPads as a center was logical, simple, and beneficial. She wove technology into the everyday routine with ease (although I’m sure her class had lots of practice perfecting the routine throughout the year). It was really helpful for me to see how a teacher organized her iPad use during centers and how she used it to successfully differentiate for a wide range of skill levels. I do wish that the article explained the issue of accountability, however. As a teacher, it would be nice to know how Jessica made sure her kids were making responsible choices when using the iPad.
 * Summary:**

Wilson, Ashley. "Technology Raises Kids' Enthusiasm for Reading." Asheville Citizen - Times: B.1. Sep 23 2008. ProQuest. Web. 11 June 2013
 * Resource 3:**

 This resource was a newspaper article from the Asheville Citizen-Times, in Asheville, North Carolina. It discusses how the teachers in Asheville City Schools are using the $1.7 million federal grant money they received for technology, and some of the positive reactions and results. In the district, teachers received interactive whiteboards, document cameras in their classrooms, and the district hired instructional technology facilitators to assist teachers.  Although the article is short, I liked that they included a job description of the instructional technology facilitator at Isaac Dickson Elementary School. The article mentions she believes “an instructional technology facilitator is typically the missing link when it comes to getting teachers to integrate technology into their traditional lessons.” I agree that having a resource like an instructional technology facilitator would be extremely helpful to teachers. Her job is to specifically help teachers integrate technology, and she is available to help plan and demonstrate lessons. Not having enough time or ideas is always an issue in technology integration, and an instructional technology facilitator would help that issue greatly. However, I would have liked to learn how this district got their federal grant—not all districts receive one. It might also have been interesting to include opinions that weren’t so positive, or thoughts from teachers who didn’t receive the technology to see more sides to the story.
 * Summary:**