Generative AI and the Science of Reading

Learning to read requires excellent texts that are carefully constructed to combine a few elements, interest, introduction of new vocabulary, and control over the level of difficulty, including the use of specific phonological and orthographic patterns for early readers. This has always been a source of difficulty, book publishers have done a reasonable job, but the costs for schools and classrooms have been prohibitive, especially when considering the need to send students home with texts to practice reading.

TextProject from Elfrieda Hiebert has been producing such balanced texts and making them available for free.

Generative AI presents the opportunity to create such texts readily.

for example I asked chatGPT to create a first grade level text about dogs:

All About Dogs

Dogs are fun friends to have. Some are big and some are small. Some dogs have long hair and others have short hair.

Dogs love to play. They like to run, jump, and fetch balls. Some dogs like to swim in water, while others prefer to stay dry.

They have wet noses and wagging tails. When a dog wags its tail, it is often happy. If a dog shows its teeth, it might be scared or upset.

Dogs can hear very well. They also have a good sense of smell. This is why some dogs are used by police to find things.

It's important to be gentle with dogs. We should give them food, water, and a cozy place to sleep. In return, dogs give us lots of love and joy.

Dogs are not just pets; they are part of the family!

I followed up with a request to make it rhyme.

**Doggie Delight** Dogs are friends, both big and small, With furry coats, short and tall. They love to jump, run and play, Fetching balls and barking away. Some love the splash, some stay neat, With wagging tails and tiny feet. When tails wag, they're feeling glad, But bared teeth mean they're somewhat mad. With ears so sharp, they hear a pin, And noses that sense where they've been. Police dogs with a sense they hone, Find things hidden, all on their own. Treat them right, with food and rest, For as our pals, they are the best. Not just a pet, but family too, Dogs bring joy in all they do!

You will notice that the vocabulary is no longer as simple as in the original text. 

Finally I asked for a rewrite using short vowels:

Pups at Play

Dogs are pals, big and small, With fur that's short, or long and tall.

They jump and run, and play all day, With a ball to toss and fetch their way.

Some dogs swim, some sit and nap, With a wagging tail and a little yap.

With ears to hear and a nose to sniff, They find a scent, then off they zip!

Feed them well and give them a bed, Pet their head, and they're so well-fed.

Dogs are fun, they make us glad, Best little pals we've ever had!

In carefully examining the results, it is clear that ChatGPT can do some of the work for us, BUT we need to make sure that the text is consistently doing what we actually need. Right now, even with prompting, the results need "massaging" depending on what we are teaching. S teachers use but beware!

Voice Assistants

Our spaces our filling with voice assistants, Google, Apple, and Amazon all have created an interface that allows users including young learners to interact without needing keyboards or even touch screens. I believe that we need to launch a serious effort to see what are the affordances and unintended consequences of these devices to learning as become increasingly ubiquitous.

While some research has begun, more common are anecdotal observations by parents researchers, and teachers. For example, earlier today in a conversation Ji Guo, a Doctoral Graduate and current colleague brought up the fact that his son was using google to ask questions as he was reading. His observation was that his son was leaning on google to clarify as a "while reading" strategy. Instead of stopping his reading to answer a quick question (e.g. how large is a Dolphin), he could ask and get a quick answer and keep on reading without getting any further distracted by the interaction with a screen. I love this example because it parallels the use of digital dictionaries embedded in digital texts. Both allow the reading to continue quickly and with minimal interruption while allowing the learner to collect further information.

The main danger described by parents is that students start relying exclusively on the assistant to supply information that students have yet to internalize, which is still important. The first example is multiplication. Google, Amazon, and Siri all can give quick answers, but understanding the concepts behind multiplication is a key numeracy skill that all students should acquire. In this case, the assistant can create false learning paths that will undermine the future development of learners. The answer of course is not to resist the use of devices but instead to think about the ways and times they can use it. This is especially true since many years ago we had the same discussion about the use of calculators in classrooms. 

I am excited to look for researchers looking into this new area for exploration!

Why Silent Reading Rates and Stamina are More Important than Ever!

Freddy Hiebert currently of TextProject, Emily Hayden of Iowa State and I recently published an empirical paper about patterns of silent reading. This is the work we have been pursuing for quite a while. Studies of silent reading in the context of reading development is a crucial element in expanding our understanding of reading in the context of new literacies. Reading in the 21st century is quickly becoming a substantially different task than before- a task that, as educators and researchers, we need to explore. The reading task in the age of new literacies combines much of the old skills (e.g. decoding, word knowledge, fluency)  with newer challenges emerging from distractions, nonlinear texts, and the richness of multimodal texts.

I believe that one of the least understood elements of reading in the 21st century is persistence. This is inherently a different challenge than it was as little as twenty years ago. Modern readers seem to be almost assaulted by distractions and behaviors that challenge their attention to a continuous text. At the same time, comprehension of complex texts can emerge only from sustained close reading. In this, I go back to the notion of motivation as the ability to sustain attention to a specific task- reading.

The results of the study show that many students do not persist in reading even when they comprehend well. At the same time, it is clear that students that do persist in reading with comprehension adjust their reading rate after one text section and then slowly increase their reading rate. These patterns show the benefits of persistence and highlight the challenges of distraction. If students are distracted they will attempt each piece of the text as if new, unable to use the feedback from the previous section to adjust their reading rate to ensure comprehension. It is very likely that such behaviors make reading considerably less efficient and thus increase the odds that readers will not persist reading longer texts with comprehension.

I believe we have two challenges, the first is to research reading in modern contexts and the second to develop a framework for instructing silent reading with persistence and comprehension. From our conclusion:

"...we believe that the most pressing issue within reading instruction at present pertains to instructional tasks and interventions that support silent reading proficiency. One of the few projects on supporting silent reading within classroom settings in the archival literature is that of Reutzel, Fawson, and Smith (2008). This study, conducted with third graders, showed that a treatment of silent reading produced similar results on assessments of ORF as oral reading practice... To date, we have been unable to find a framework for designing tier-one, classroom instruction that begins in the early grades and ensures that students develop strong patterns of silent reading. If we are to prepare students for the tasks of the twenty-first century, such frameworks for instruction are urgently needed." (Hayden, Hiebert, & Trainin, 2019)

Reading on Devices- Three Rules

 Monday morning, I was making breakfast when my son asked: "Dad can I read?". "Sure?" I answered quizzically. "No, I mean on the iPad." Here, I have to explain that my kids are not allowed to use digital devices before school. Sarah and I learned this lesson the hard way a long time ago. I agreed that he could read on the iPad as long as he kept to the text. I continued making breakfast just looking at my boys both read on the iPad.

I turned to Oren (11) and asked, "would you rather read on the iPad or paper?"
"iPad," he said without much thought.
"Why?"
"It's an iPad," He said, and the inflection of his voice was implying that I of all people should get it.
"Are there other reasons?"

"Well, I can read like this." He pointed to the fact that his screen was white text on black background. "I like that the iPad remembers where I am." "I also like that I can get books immediately" He was using Overdrive to borrow from the school AND public library to read his favorite books. "I also like the way you swipe to turn pages, and that you can read in the dark." His voice indicated that this conversation was over.

I decided to explore further and turned to Itai (9) who was also reading on his iPad. "What do you like about reading on the iPad?"
"I like that I can get samples of books because they are pretty long. I also like that I do not have to go to the library every time I want a book because I am busy, and I cannot drive there myself." All true. He has been very frustrated since he reads quickly and we seldom get to the library more than once a week. Finally I asked, almost as an afterthought, "If you had the same book in paper or on the iPad, which would you choose?" "Paper," He answered just as quickly as his brother said "iPad." "Why?" "I like the feel of paper and the way the pages turn."

These responses seem to mirror what we see in the publishing and educational fields. For a while, the reigning opinion implied that the (paper) book is going to disappear. Now, we are not so sure as Amazon is opening a brick and mortar store. Kids and adults are reading in both modes. They appreciate the comfort and ease of digital but at the same time appreciate the feel of paper.

That led me to think about reading choices and the three rules for the classroom:

1. Have both modes of reading available. We are not done with school and classroom libraries. Instead, we need to make sure we have both formats available.

2. Capitalize on the strength of each mode. Digital provides access to large selections with no wait time. Paper frees us from the need to have power and wi-fi. The joy of walking through a full library or a bookstore are still worth experiencing.

3. Make sure all students are exposed to both modes of reading and discuss the advantages of each mode.

Almost There- Reading Rainbow and Beyond

A few weeks back I had a chance to hear Dr. Twila Liggett discuss her work in the development of Reading Rainbow. In a wonderful walk down memory lane she described some of the more significant moments in the shows history. She recalled shows about incarcerated parents and a post 9/11 show with students from PS 234 (video below). These are great examples of public television and what it can do to help kids and parents understand the world around them and open up to new ideas, concepts, and events.

Reading Rainbow has since shifted to the iPad in a great App but I would argue that Reading Rainbow and other shows like it (few I admit) are not the format going forward. In this age of interactive cheap media we no longer have to wait for someone else to make shows for us. Any child, teacher, classroom, and school can create their own video, show, or review without needing big budget or complicated equipment. In fact most of us have everything we need in our pocket (smart phone) or at hand (iPad, laptop with webcam).

Liggett remembered these emotional moments and how wonderful it was to be within the doing. All of us can be producing not just consuming. All students can feel the emotional well being of creating together, having an audience, and performing to a potential global audience.

Sir Ken Robinson talked about the incredible feeling of being in the orchestra. The modern tools allow every child to be the star of their local Reading Rainbow like show. In fact maybe the future of such shows is like the present for TED talks with local TEDx. Yes we have the main event, but each school or locality can create their own show in the image of the original.

Dr. Liggett  did not draw that conclusion. To be fair it wasn't that kind of an event, she was asked to talk about the past and that she did. It is up to us to seize these lessons from those who have led ed media in the past and make sense of them for our times.

Reading RainbowX challenge anyone?

Five ways to help students find the Sweet Read

Today is Read across America day. This morning I watched my son Oren (11) read right after he got up. He is rereading for the ??th time the Percy Jackson series. It made me think about a book or a series of books that becomes a second home to readers- a Sweet Read. It is about the power of returning to a favorite book where the charaters are like old friends that you have known for many years.

When I was Oren's age I had Asimov's Foundation series and later Lord of the Rings. For Erez (now 20) it was Harry Potter, Asaf (now 18) had David Edding's Belgariad. Even as adults I find that Sarah and I are returning to favorites and redefining what is our literary home.

This is an experiece I would like all students to have- a sweet read- that is yours. Here are a few completely unoriginal ideas to help students find the Sweet Read:

1. Read outloud to them. Reading outloud connects readers and listeners to the books in a way that helps new and struggling readers reimagine what the reading experience should be.
2. Provide choice. I learned the hard way that what you love and find a home in does not necessarily mean that others will as well. We all must figure it out for ourselves.
3. Do not judge. The Box Car Children can as much of a literary home as Boewolf. It is after all about comfort and joy.
4. Share you experiences. Share your passion for books, not so they can read the same books, but so they can feel the emotion and excitement in your voice.
5. Library often. (shouldn't library be a verb?)

Full disclosure: In the last five years or so my Sweet Reads are A Hundred Years of Solitude and Bitchfest.

Bob Calfee- A Mentor

Robert Calfee 1933-2014

Bob died last night. Bob was my mentor, the kind that sticks in your head long after you moved out of state. I remember the first time Bob spoke inside my head. It was 1999 my first AERA in New Orleans. I went to a session about early reading acquisition. Mid presentation by one of the leading researchers in the field I heard Bob's voice and unique cadence "It's articulation stupid".

Bob has taught me to think about variance, his metaphor of variance as a sausage still lives whenever I teach a methods class. Probably more than anything else Bob showed me how you can manage multiple projects and ideas by switching mindset. I remember watching Bob make the switch. Our meeting time was 30 minutes and when the time was up Bob simply moved to the next thing. We were still there in his office finishing the last details but he has already moved on.

I never accounted really for just how much I've learned from Bob, his analytic approach, his passion, his ever present mentorship.
A colleague just wrote me a note saying we should have our mentors forever. My first thought was, we will.

Finally I remember Bob giving me and Sarah money for dinner at the Mission Inn on our anniversary in those day of graduate school poverty. I would say rest in peace, but that too was not Bob's way.
He voice will always be with me.

Five ways that setting the bar too high can be a bad thing

A district I work with has been focusing on literacy especially reading in the last few years. In multiple ways the district keeps redefining what are can be accepted as grade level achievement. In essence they keep raising the bar. As I was reviewing some of the data fro the district it was clear that teachers across the district are struggling to help their students reach the new criteria bu are slowly making significant strides in their efforts. This is the dream of all those interested in education - successfully raising outcomes by increasing the expectations. It's hard to argue against success but I am going to do it anyway. I am not against raising the bar I just want everyone who goes down that road to be aware of the impact beyond that specific area.

1. Discouraging struggling students. Students who are already behind and struggle with the material as it is are even less likely to meet increased demands. The target seems even farther for them which as they become aware of the demands may actually discourage them from trying harder.

2. No teacher flexible time. If teachers are focusing on new and more challenging goals they will take any available time to make their students are making progress in that area. They will used the most comfortable "surefire" methods. That seems great except that it will prevent teacher from trying new things, whether supported by research or not. Teachers know that when you first try new things you waste time learning new ideas and finding "your groove" often it leads to a temporary drop in results. In a high expectation, high stakes environment they are much less likely to try new things.

3. Other subjects get "cannibalized". If you set a high bar in one area, say reading, teachers and administrators will cannibalize instructional time. They do not do away with other subjects they just give them less favorable times. For example unit studies tend to be pushed to the end of the day when kids are most restless and where the time spillover of the day is most felt. Officially science might have 25 minutes daily but in reality it is 15-18 minutes of actual instructional time. That may not sound like a big difference but over time we are losing a third of the instructional time.

4. New areas get no time whatsoever. You want to add future oriented skills like entrepreneurship? Coding? creativity? Engineering? It will not happen during school!

5. New pressures affect teachers in low performing schools disproportionately. If teachers give up on reaching standards with students at-risk they will move to other schools or leave the profession altogether. This is not because they are giving up on students but instead giving up on pleasing a system that seems hell bent on making sure they will fail even if students reach a grade-level standard.

Standards and Integration

Last week I participated in the first phase of Reading/ Language Arts standards writing organized by the Nebraska department of education organized by the very capable Tricia Parker-Siemers. Our charge was to consult with existing standards and rewrite them with an eye to the changes in our understanding of literacy. The changes we suggested (the process is long and we were merely the first stop) focused on the significant changes to the ways we understand literacy, primarily because of technology. We crafted the new standards to have an expanded notion of what counts as a text and aspects unique to online reading and writing. For example in Reading Fluency we added the notion of persistence and focus in online reading. This integrated approach seems o make sense at this point in time as a signal to teachers that they cannot separate technology integration from everyday classroom practice. The idea of "computers specials" once a week cannot help our students meet the standards necessary for them to be ready for college and work.

That being said I am also keenly aware that changing of standards is rarely correlated with a change in the ways teachers teach and even less with student achievement. So what is the hope? Why did I take two days out of my professional life to spend trying to re-craft a set of standards that may matter very little?

I believe that we can send a message and provide support for teachers that are working in the right direction. In the work on Tech EDGE Laurie and I have often invoked the multiple literacy standards as a way to justify and base our work with teachers across the state.

The danger of the integrated standards is that they can disappear into the background. When the standards were all together they had a "presence" that cannot be denied. I worry that when they are part of wider constructs (e.g. comprehension) they might only get a nominal mention and much would happen. On a second thought this is already happening in many classrooms anyway...

What I really hope is that the Nebraska State assessment will use these new standards to make better items and test environment that includes multiple literacies in wise and creative ways. Yes, I used state assessment, creative and wise in the same sentence; a man can dream, can't he?
If they follow in the footsteps of the work Don Leu and his colleagues have done we may have some interesting things in our future.

Back at the Reading Center- iPads and pre service teachers

 I come back to Reading Center every summer with anticipation. It is a great place to try out new ideas and examine change in teachers and students over short periods of time. During the last few years integrating technology especially tablets (well really iPads) has been a focal point. Two years ago we experimented with iPads for instructors, coaches, and teachers working with struggling readers. The following summer we purchased a classroom set and integrated technology into every aspect of the course.

This summer technology, when it is useful, is ubiquitous- which ultimately is our goal. During the first day about a third of my students showed up with their own tablets. By mid course it was over a half. As students saw that tablet use is encouraged, almost required, they brought devices they already had. The rest are still using our class set.

I am not a big fan of a random BYOD. It creates more problems than solutions. As a program we moved into defining a requirement that will create enough uniformity allowing faculty and students to find a common path. At the same time I am finding that students are eager to bring their devices and use them to support instruction.

I love hearing comments like: "this is much better when I use my phone" or this works better without using the iPads. It means that teachers (and future teachers) are developing the capacity to use technology and make professional judgements about utility and cost benefit.

The impact can be seen through comment by one of our teachers last week:

Alan lights up whenever I pull out the iPad and always wants to know where I found a certain app, or how I created a game. Alan even goes home and adds the free apps to his iPad at home. I have liked using just the basic Safari browser for Google Images. Alan has a hard time picturing words he's never heard of, so we look up pictures of him. This week I used iCardSort, Safari, Dragon Dictation, iDictionary, and Track and Change. (Names were changed)

Change now is multi level. Teachers are coming with more willingness and more access to devices. They see the connection to devices already in the schools, and finally we can add to their knowledge and flexible implementation of technology integration.

E Readers and Young Students

At AERA I went to a superb session about the impact of e readers on young students engagement, vocabulary and reading success. The results were very positive. They are even more encouraging since tablets and other mobile devices have been making their way into a majority of homes.

Unique among all of it was the leadership of Kathy Roskos.

In her presentation she concluded:
Results show the impact of device on key multisensory behaviors of children’s engagement with ebooks. In general, mobiles appear to afford more looking and touching but less moving and gesturing than the desktop; none of the devices favored listening. Given the increasing role of haptic perception in digital reading, access to mobile devices may favor behaviors that nurture literacy motivation and participation, especially for less attentive children, and support ongoing engagement with ebooks for all children.

Here is the section description:
The surge in ebooks on a wide range of e-devices (whiteboards; touchscreens; mobiles) has dramatically increased their appeal as an option for shared reading with young children, although research evidence as to their impact on early literacy experience remains slim. This symposium contributes to the knowledge base on ebook reading in early childhood and lays the groundwork for further research that examines ebooks in the learn-to-read process in informal and classroom settings. Papers examine book vs ebook differences in parent-child reading, highlighting benefits and drawbacks; describe the technical adequacy/usability of an ebook quality rating tool; examine differences in device on engagement with ebooks; and report effects of temporal contiguity of picture/print in digital reading on vocabulary learning.
Research is emerging and soon we will be able to add to it. The greta thing is that the research produced is nuanced finding that some e books are better than others. We can actually identify the elements of good ebooks for young children including:

1. Limited interactivity (to not distract from the text too much)

2. Interactivity that is there should focus on main story features and relevant vocabulary

3. Device matters with increased engagement with truly mobile devices

4. E books can change the interaction between adult and child in dialogic reading and so requires a somewhat different training for adults.

iPad Momentum

On friday Laurie and I presented at the Nebraska State Reading Association annual meeting in Kearney Nebraska. We were (as we find out) the bookends for a full line-up of iPad sessions. Presenting right after us were our colleagues at UNKearney have been experimenting with a campus-wide iPad implementation. They have reported that the campus has suggested dropping the program because implementation for many departments has been weak at best.

This is a lesson we seem to learn time and again. When we scale up from a small dedicated group of volunteer implementors to mandated large group we have to remember that motivation and support are key. This is the danger for all tablet (mainly iPad) implementation momentum. The iPad can serve as a catalyst for instructional change and enable students to do much more than they ever did. But for that there must be a change in the way we teach. If teaching stays the same, then the new devices like any other educational innovation will fall flat. The bottom line is that Tablets of all kinds are just tools (excellent ones at that), it is up to the user to use them well or not at all.

In many ways this is why I am continuing my video work on iPads in the Classroom. At the same time we are taking the "show" on the road to conferences and are working on a new book. Most importantly, we are continuing our research on iPads so we can evidence to back up what is possible using mobile technology in all classrooms. There is no iPad revolution instead iPads can fuel the next shift in teaching if we use them to change the nature of instruction.

Current and Future Teachers Reflecting on iPad Use

We have used iPads in the Reading Center all summer. I decided to include unedited comments of some of my students who agreed to share the comments.

         Using the iPad during class helped me become more comfortable with technology. I have never used technology in the school setting before. It also helped me know what was available as far as apps and how wonderful they can be in assisting with learning. I won't have an iPad available for use next year, but I am seriously considering buying one. I think it is a wonderful way to enhance classroom learning and get kids ready for the future. I particularly liked the iCard Sort and eBook Magic apps for what I do now. I can see how Show Me would be a great way to present lessons as well.

        The iPads were a huge help during this session. Not only did it give variety, but it helped motivate my student to learn.  I don't think he writing would have come as far if we hadn't been able to publish his work.  He was so proud that it was a book that he wanted to keep writing.  He even decided to write a chapter book and as a second grader, that's big.  I was able to use the iPad for things we could have done on paper, but worked better using technology.  Sam was more engaged when we used the iPad than when we worked with a pencil and paper.  I would definitely keep using the iPads for this class.

          I would use them to record important lessons in case kids are gone or if I'm gone.  You always have to review and if you can give the iPad to a child or a group of children and have them review or learn what they didn't before, that can save you time.  Then, you can go back and talk with them about what they heard and saw.  I would use the internet to show kids how we could research topics.  I would use the eBook Magic app to publish their work and encourage more writing.  I would also use the iPad for revisions.  The kids could type up what they have and correct it, saving paper, while still having the drafts available.  I didn't have a ton of apps on my iPad, but I would also ask my colleagues what apps they have found helpful and use them as much as is educational in my class. 

The iPads used during my teaching was such a great experience! It has allowed me to learn how to apply it in a classroom setting and how to select appropriate Apps for my students. This was one of the highlights for me during this summer session. I wasn't familiar with the iPad prior to this class, even though I had it in another class. Now I am going to purchase one because I realize that this is going to be a necessity for me in my instruction  for my classroom. 

           If iPads and other technologies are available at my school, I will come back to the learning center to ask for help if I do not understand how to use it. I find that this is something I desire to learn and apply to my teaching strategy. Students can be learning the same thing on different levels with iPads. I find that I am able to gain access to resources and students need this as we are entering into one of the most exciting times in education with technology. I am excited to see how technology is going to change the learning experience for classrooms. It want to participate in this process. I will use the iPad for assessments, work stations, connecting community and classroom,  grading, homework, creating lessons and anything that will cause my students to learn. 

           The iPads were such a great thing to get to use. I had never used one in any other class and so it was a learning experience for me as well. It helped with all of my lessons because he would get tired of writing a story and so we would create one in puppet pals or in ebook magic. He was still having to come up with the ideas, it was just more interactive this way. Also brain breaks were so easy to do with an iPad because the games were right there and they were educational.

          If iPads and other technologies are available at your school, how do you anticipate using them?
I really like the educreations app. I would use that to create my lesson plans and if students weren't sure on what they learned, they could go back and watch/listen to it again. It's also a great way to make the class interactive. Having that in the palm of  your hand and can look up anything at any time is beneficial overall. Students can create documents and share them, students can check in/out, and it's just a really great resource to have.

          The iPad has been extremely useful in the tutoring session and allowed e to really explore the possibilities and have practical applications for them.

If there is iPad use in the school I will be in I will be extremely excited because it allows me to teach students and give them a more immersive experience. Allowing them to have more connectivity and having more feedback right away to help me as a teacher design my lessons to help my students more.

          I think the ipads helped me learn more about using technology in the educational field. With the way society is today, by the time I become a teacher, every school could possibly have ipads and technology like Ipads. So, having the training with ipads is really beneficial as I will have a boost ahead of someone who does not have the training. I anticipate using ipads by using them as a motivator and literacy stations. Using an activity that is fun yet educational at the same time, makes learning fun for students. 

Couldn't haver said it better myself...

Home Literacy Environment in the Digital Age

Recently I have been working on home literacy environment and came across the Home Literacy Environment Questionnaire (HLEQ) by Griffin and Morrison. The measure was designed in 1997 and addresses paper based print only. In only 15 years the measure has become less and less relevant.
This brought me back to an observation that Berliner, perhaps my favorite educational thinker, made in an Educational Researcher piece. His claim was that some social research is very time dependent and has an "expiration date" [my phrase].

The rapid changes in what it means to be literate and the ways literacy plays out in a media rich digital world have made a large variety of research and practice tools irrelevant. Surveys and interviews that are paper centric in reading and writing miss whole potential worlds of engagement that exist parallel to the print world. In today's world access to magazines newspapers and libraries is paralleled to websites, applications and online newsstands.

It also means that publications cycles for research must be shorter if they explore new tools. These tools need to be comprised of modular pieces that can be removed when they become irrelevant and added to as new technologies become relevant.

Some examples can include: Adding to "How many hours of TV watching does your child do daily?"
"how many hours does your child play video games?" "How many hours does your child spend online?"
In addition to "how many books do you have at home?" We could add- How often do you use e-readers/ tablets to access magazines or books?"

I am working on such an instrument right now and will report some results soon!

Revisiting iPads in the Reading Center

I am spending another summer in our Reading Center. Graduate and undergraduate students are working with a wonderful group of striving readers and writers trying to get a leg up on the next schools year. This is the first summer that we are incorporating our own set of iPad 2 (last year we did iPad 1).

We are trying to study this year, how, exactly the iPads are being used. Anecdotal data collection already shows four patterns.
1. iPads for teacher use- teachers are using the iPads to record student work for assessment, track their own interaction, store lesson plans, and record student assessment and teaching notes.
2. iPad games as a reward/brain break- 60 sec of angry birds can motivate students for quite a while. While this is useful we are trying to steer everyone to focus on games and apps that have literacy related educational value.
3. iPad for student use in Reading/writing apps- using specific apps to practice a skill or strategy (e.g. using iCardsort for word sorts).
4. Co-use: Finally students and tutors use the iPad together to get more information about content. They are using dictionary.com, Google search for pictures to illustrate the meanings of new words etc.

As I am trying to negotiate a tablet policy in our program. One of the administrators asked me if it has to be an iPad. My answer is both no and yes. I have no special allegiance to Apple, Steve Jobs is not my personal savior, and I am writing this blog on my Dell (last in a long line of laptops). I think tablets are the present (not the future- they are here) and are making a daily impact on education as well as every other aspect of life in the US. So the NO boils down to: I am open to other options since I believe that it not not really based on a specific device but a concept.

At the same time I cannot with a straight face say there is any other serious option outside the iPad and its iOS ecosystem. For example when looking at the web traffic on our own website about 20% was on mobile devices last month. Out of that 20% over 95% were from iOS devices. Clearly our mobile clientele has voted as have most k12 schools entering the tablet era.

Teachers goin' Mobile

I am spending a good portion of my waking hours at the KDS Reading Center this summer. Class starts with introducing iPads. My students last year have never used an iPad. This year I have about 20% that have personal iPads. Now we provide everyone with an iPad for use during tutoring while some educational systems are buying devices in bulk, teachers are buying individual devices and changing their own classroom circumstance from the bottom up.
At first the potential expenditure considering teacher salaries took me a back a bit. But then I reflected that teachers have always supplemented what districts and schools provide with things they bought on their own. This is just a single larger purchase, on the other hand unlike a glue stick it is not just for the classroom.
A single teacher owned device in the classroom is not a solution for technology integration, but it is a start. If supported with some casual professional development it can become the foundation to wider, successful mobile adoption when student devices become reality. As with other technologies, small scale use will produce local expertise that can be leveraged when wider implementation of mobile happens at the school.
Of course schools can help along by purchasing a few devices for teachers...

On Inspiration

It is the end of the year in our school district so my children came home with all that was left in their class. Oren who is in second grade came back with his writing notebook. It turns out he has been prolific and wrote among other creations a 13 chapter story. I give full credit to his fantastic language arts teacher Todd. What I found curious among his story is his take on Khoya. Khoya is a digital book on the iPad made somewhat famous through a TED presentation. The book itself delightfully integrates visual, musical and text elements while taking advantage of interactivity (see review and demo here). Oren has created his fan fiction- version of the story with borrowed vocabulary, storyline, and characters. Yet the story had a lot of him as well. I relearned what I already knew and we keep hearing from research. Reading with and to your students and children is crucial, it expands their vocabulary and world of ideas- it makes them creative and gives them a foundation from which to soar.