Elementary+Education

= =    Andrews, L. ( n.d.). Writer’s workshop going digital: the role of technology in primary grades writing instruction. Retrieved July 6, 2010 from http://teach.valdosta.edu/are/vol5no2/PDF/AREarticlesVol5no2/AndrewsL-AREarticle-vo Research done with a first grade class comparing drafting with pencil and paper compared to word processing during Writer’s Workshop. Evaluations and results are included. Castalleni, J., & Jeffs, T. (2005). Emerging reading and writing strategies using technology. Teaching Exceptional Children, 33(5), 60-67. Specific ways reading and writing can improve by adding technology. Excellent literacy links provided. Needleman, M. (n.d.). Increasing 1st and 2nd grade student interest reading and writing by supplementing the open court curriculum with reader’s theater. Retrieved July 6, 2010 from http://antiochla.edu/tlc/for-k-5-teachers/readers-theatre-writer-s-workshop/writer-s-works One teacher’s experience allowing students to create a reader’s theater by utilizing storyboards and movie making. Student examples are included as pictures.
 * Annotated Bibliography for Writer's Workshop by Emily Vogt**

1. Anderson, R. & Balajthy, E. (2009). Stories about struggling readers and technology. The Reading Teacher, 62 (No. 6), 540-542. Four teachers share their experiences using technology in the classroom. They emphasize how technology can help struggling readers be more successful and motivated. Resources they have used are shared throughout the article. 2. Fasting, R. B. & Alma Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20 (No. 1), 21-40. A study was done to evaluate the effect of MultiFunk, a computer program designed in Norway to assist reading and spelling proficiency of struggling readers. Findings indicate that computerized assistive reading has the potential to aid and support the development of basic literacy skills. 3. Karchmer, R. A. (2004). Creating connections: using the Internet to support struggling readers’ background knowledge. Reading and Writing Quarterly, 20, 331-335. The Internet is a helpful tool when building a struggling readers’ background knowledge as well as motivating them to examine and study topics they may not have been initially interested in. Students need to be provided with meaningful opportunities to use the Internet in school and teachers need to be given time to search the Internet for purposeful websites that will support instruction.
 * Technology and Struggling Readers- Annotated Bibliography**

Castellani, J. (2001). Emerging Reading and Writing Strategies Using Technology. TEACHING Exceptional Children, 33(5), 60-67. This article talks about the authentic learning that takes places while incorporating technology with reading. It also talks about the advantages of literacy websites that are available. Jessup, M.D. (2003). Teaching Children to Read. National Institute for Literacy, 5, 1-28. This article explains that knowledgeable teachers are still the primary reason students learn how to read. Technology helps the students and the teachers with the reading process. Rings, S. (1994, February 25). The Role of Computer Technology in Teaching Critical Reading. Retrieved from http://zicron.mcli.dist.maricopa.edu/citiR/ It is pointed out the sometimes computer-based software does not help students with their reading. It can fall short because it does not allow students to engage in open-ended discussions.
 * Reading and Tech - Annotated Bibliography**

Annotated Bibliography  1. Kaufman, D. (2009). How does the use of Interactive whiteboards affect teaching and learning? Distance Learning, 6(2), 23-33. Kaufman looks at the effects of using Interactive Whiteboards (IWB) with teachers and students and its suitability as a learning tool. The study found benefits of using IWBs such as flexibility, image manipulation and ability to illustrate abstract ideas that are given. It also reports on studies conducted with IWBs showing a positive impact on student learning as well as on teachers. 2. Knight, P, Pennant, J, & Piggott, J. (2005, June). The Power of the interactive whiteboard. Micromath, 21(2), 11-15. This article reports on the findings of a series of six classroom based studies investigating pupil response to the use of the interactive whiteboard in the daily mathematics lesson in Great Britain elementary schools. Out of these studies three key themes emerged; Interactive Whiteboards (IWB) have a positive impact on motivation and engagement, IWB’s contribute to raising self-esteem, and use of the IWB offers pupils the opportunity to revisit images of prior learning. One question the authors pose is whether the IWB can have a greater impact on raising standards over time. 3. Marzano, R. (2009, November). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80-82. This article discusses research on the effect teachers' use of the Interactive Whiteboard (IWB) has on student achievement. The study involved teachers who used IWB’s to teach lessons to students which they then taught to a different group of students without the IWB. The three features of interactive whiteboards that help to increase student achievement, which includes the learner-response device, the use of graphics to represent information, and its reinforcer application that allows teachers to present information in an unusual context, are discussed. **Interactive Whiteboards in Elementary Classrooms- Annotated Bib. Jillian Harper** 1.) Somekh, Bridget, Maureen Haldane, Kelvyn Jones, Cathy Lewin, and Stephen Steadman. "Evaluation of the Primary School Whiteboard Expansion Project-summary report.." //Education & Social Research Institute, Manchester Metropolitan University// 1.1 (2007): pp 1-12. Web. 8 Jul 2010. .  **Journal covers a research project based on the effectivness of whiteboards in primary schools in the UK. Research is presented and broken up into two key stages of the implementation of whiteboards in the classroom.**  2.) Price, Amber. "Ten Ways to Get Smart With SMARTboard." //Tech&Learning//. Technology & Learning - The Resource for Education Technology, August 22, 2008. Web. 8 Jul 2010. <http://www.techlearning.com/article/6106>. <span style="color: #333333; font-family: "Times New Roman"; letter-spacing: 1.0pt; mso-bidi-font-family: Verdana; mso-font-kerning: .5pt;">**Web based article written from an Instructional Technology Resource Teacher’s point of view. This teacher walks through her plans for a informational workshop focusing on SMARTboard technology. Article includes tips and specific instructions and examples for real classroom uses for the SMARTboard.** <span style="color: #333333; font-family: "Times New Roman"; letter-spacing: 1.0pt; mso-bidi-font-family: Verdana; mso-font-kerning: .5pt;"> 3.) "SMART Technologies Case Study ." [|www.scholastic.com] . Scholastic, n.d. Web. 8 Jul 2010  . <www2.scholastic.com/browse/article.jsp?id=3748472>.  **Article gives in depth findings regarding SMARTboard use in Glencoe District 35, Chicago. Glencoe District 35 is a district that prides itself on integrating technology into their classrooms and curriculum. Glencoe District 35 has had previous experience with earlier models of SMARTboard and have seen such progression throughout their use that they have spent the money to upgrade to newer technology. The article focuses on specific practice sin which SMARTboard applications can be instituted into a classroom and the benefits they have on the students within.**
 * Interactive Whiteboard Use- Annotated Bib by Jenn Tatum**

Full Research Papers
SMART Board Interactive Whiteboards in the Elementary Classroom By Sarah Herman and Christie Myers [] Has a lot of information on Smart Boards and how to incorporate them into different curriculum areas and grade levels. Very useful for new teachers wanting ideas to the Smart Board in the classroom.