Chapter 3 - Literacy in TPCK

While I worked to develop a research proposal last term, I focused much of my attention on the connection between motivation and attitude in terms of literacy learning. As an elementary literacy teacher, looking to motivate students who struggle can be a challenge. By integrating technology into my pedagogy, I can energize and inspire while at the same time redefine what literacy means to my students in today’s society. Although not well versed in the examples of using technology in a language arts program, I feel that any of the TPAC suggestions would support my goals. As always, I will need to look for professional development so that my understanding of the tools is sufficient so that I may place them into my bag of tricks. I especially liked the idea of using technology in order to integrate more student-centered models of instruction into my classroom.
When thinking of specific uses of technology in my literacy program, I found myself intrigues with the comics program. Especially for younger readers who rely on illustrations to help construct meaning, comics are tools that provide opportunities for students to develop stories with little or no text. The written component of a comic can be introduced when the early reader is ready to connect words with images. What a fantastic way for early readers to create stories with visual support while at the same time differentiate the experience for those who are ready to integrate more text into their own writing.