Lacina, J., & Block, C. C., (2012). Progressive writing instruction: Empowering school leaders and teachers. Voices from the Middle, 19 (3). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0193-mar2012/VM0193Progressive.pdf

Summary

This article by Jan Lacina and Cathy Collins Block, published in the magazine for the National Council of Teachers of English, outlines the authors' investigation into the the methods used by large, urban districts across the United States for writing instruction. By collecting information from key teaching and support personnel in each district, the authors were then able to compiles an generalized anecdotal representation of the state of writing instruction in many schools across the nation. 

The authors first started by inquiring about how each district evaluates the writing aptitude of their students based on previous years. According to their findings, the authors report that nearly 73% of respondents stated that their current students are less proficient in writing than previous generations (Lacina & Block, 2012). The second component of this study is to identify and describe the research-based instructional strategies used by each of the districts. The authors go on to identify and explain four specific research-based strategies that the majority of districts use in writing instruction. While the authors don't specifically focus on the technological tools used for writing instruction, they do provide examples that include technology. 

One such example that the authors provide is using exemplar texts and writers as a method of writing instruction (Lacina & Block, 2012). While the use of such texts could be either printed or online format, the authors and encourage the use of the internet to research or even collaborate with authors to enhance student motivation and exposure to new ideas. Another research-based method of writing instruction the authors discuss using peer response groups. While these groups could meet in class, the authors suggest the value and flexibility of using online forums to conduct peer interaction. 

The third example in the article is the most technology-focused strategy - having students use real-time, collaborative online tools, such as Twitter or Google Docs, to build an online community that can grow outside of the classroom (Lacina & Block, 2012). The final example provided in the article is using content-specific strategies to read, discuss, and write about specific topics. One such example is having students use learning logs in which they reflect on their learning in an informal, low-stakes format (Lacina & Block, 2012).

Reflection

This value is an excellent resource for teachers that are looking for specific, empirically-supported strategies to improve their writing instruction. While technology and writing go hand-in-hand in the modern classroom, the technology that is used is typically limited to online word-processors and basic collaboration. This article takes writing instruction to the next level by providing simplistic yet innovative ways to leverage the vast resources provided by the internet to help students build not only their interest in writing but their skills as well. 

Edutopia's Review of Research Findings on Technology Integration

Vega, V., (2013). Technology integration research review. Edutopia. Retrieved Tuesday, July 7, 2015 from http://www.edutopia.org/technology-integration-research-learning-outcomes.

Summary

Vanessa Vega, former Senior Manager of Research for Edutopia.com, sets out in her article "Technology Integration Research Review" to review and summarize the vast amount of research on the generic term technology integration and to provide key findings that would be most beneficial to educators. In this four part article, Vega (2013) outlines key learning outcomes from technology integration, describes evidence-based technology programs for different content areas, identifies successful technological tools, and explains common stumbling blocks to technology integration.

Vega (2013) explains that, based on many empirical studies, the blend of face-to-face teacher interaction and the use of technology results in the greatest improvements in learning outcomes as opposed to either direct instruction or technology alone. Unfortunately, there is no concrete evidence as to what specific features of technology integration is responsible for these improvements (Vega 2013). Ultimately, the research suggests that, regardless of the specific technological tools that are utilized, any successful technology integration must include three key components. The first component challenges traditional instructional practices by requiring students to shift from passive to active learners while providing individualized and frequent feedback on their progress (Vega 2013). The second key element to successful technology integration is that student must create and analyze media messages to reflect and evaluate their own understanding (Vega 2013). The third and final component is that students are able to see direct connections to the material they are learning to the world beyond the classroom (Vega 2013).

Vega's assertions about the benefits of technology integration in the classroom are well-supported, but she does caution against some common pitfalls that can quickly derail any technology integration initiatives. Very few teachers consider themselves experienced enough to successfully implement a technology program in their classrooms. It is imperative that, for such programs to be successful, teachers must receive comprehensive and continuous support (Vega 2013). Another common problem with the implementation of new technology programs is the false assumption that all students have the necessary skills to navigate the technological tools and platforms utilized in the classroom. While most students from kindergarten to college could now be considered digital natives, it is important to ensure that all students are confident in navigating the technology. Just as it is vital to ensure that teachers are properly supported through this process, it is equally important for students to achieve the same level of confidence.

Reflection

This article provides excellent information that any teacher must consider prior to utilizing technological tools to advance their instruction. The author makes it abundantly clear that simply using technology will never result in improved learning outcomes without a clear and well-developed plan that includes deliberate and purposeful lesson plans, continuous support for both teachers and students, and a more global curricular focus. While Vega outlines several specific tools that have proven results in different content areas, it is clear that she is confident that any technology integration program can be successful if is deliberate and well-planned.

Here is a link to the article

"Flipping the Classroom" Article Review

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Monday, July 6, 2015 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the Classroom" Summary

In recent years, more and more teachers have begun to question the traditional classroom models of direct instruction, that have become of the most guarded sacred cows in the modern educational system. Whether perpetuated by the belief that teachers, serving as the experts, should impart their knowledge to their students through lecture, or the traditional notion that the most orderly, and thus productive, classrooms are the ones where teachers talk and students listen, the method of direct instruction, the direct instruction model is one that consistently creeps into the classroom of even the most innovative teachers.

Cynthia Brame, Assistant Director of the Center for Teaching at Vanderbilt University, in her article  "Flipping the Classroom" outlines a fairly new instructional strategy designed to improve student outcomes by turning the direct instruction method on its head.

According to Brame (2013), the flipped classroom is rooted in a student-centered instructional strategy proposed by Barbara Walvoord and Virginia Johnson Anderson in their book Effective Grading. The basis behind the flipped classroom is that students are initially exposed to new material outside of class and they process that new information with the classmates and teacher in class (Brame 2013). Based on Bloom's Taxonomy, this approach allows students to complete the more simplistic tasks of understanding and remembering the new information on their own, while providing the benefit of peer interaction and teacher guidance on the more challenging tasks of applying, analyzing, and evaluating what they have learned (Brame 2013). 

The flipped classroom grew out of two related instructional approaches introduced in the early 2000 called the inverted classroom and peer instruction (Brame 2013). The inverted classroom introduced the idea of first-exposure learning outside of class and peer instruction espoused the benefits of working with classmates to deepen understanding of new information (Brame 2013). 

According to Brame (2013), there is empirical evidence the that flipped classroom is more effective than traditional, teacher-centered instructional approaches. The article cites several examples in which students in introductory college level courses, were either exposed to traditional lecture-style instructional methods or the flipped classroom format (Brame 2013). In each circumstance, those students that participated in the flipped classroom demonstrated significant learning gains over those students in the traditional classrooms (Brame 2013).  

Ultimately, to be effectively implemented, the flipped classroom must include four key components (Brame 2013) The first component is that students must be introduced to new information outside of the classroom. Whether through reading an article, watching a YouTube video, or completing an online tutorial, the students must come to class with a basic understanding of the concept to be learned. The second key component is some type of incentive for students to complete the activity beforehand (i.e. a simple completion grade) to ensure that students come to class prepared. The third component is a method for assessing student understanding. This could be a brief quiz at the start of class or a bell-ringer activity in which students answer short questions about the material. The fourth and final component is an opportunity for students to engage in higher-level cognitive activities to further their understanding of the material. Students must be able to work together to use their shared knowledge of the topic to deepen their understanding (Brame 2013).

Reflection

In my search to find exciting and engaging ways to use technology in my classroom, I stumbled upon this article on the flipped classroom. Initially, I felt that it may not be too relevant to my research, but after reading it, I was motivated to rethink my approach. I realized that I was being too narrow with my thinking by only searching for ways to use technology in my classroom. In reading this article, I realized that there are other effective ways for students to use technology outside of class. 

While this flipped classroom approach does not require the use of technology, it is not difficult to see how this instructional method could effectively integrate many of the current technology resources available. With the seemingly endless supply of information on the web, I think it would be easy to find interesting and unique options to introduce new concepts to my students.