Technology to Support Writing

According to Bunton & Barbetta writing is a very complex process whereby students are faced with the mechanics of writing, as well as, organization of ideas and content material. Fortunately, for educators there are technologies to support writing especially in the cases of struggling readers and writers. The technologies available are as follows:

• Digitized-text: adaptation of text digitally, for example, writing a letter using MS word
• Text-to-Speech (TTS): written text changed to spoken audio
• Word prediction: a software predicts words to be typed based on frequency of use and content (similar to predictive text on cell phones)
  
• Electronic reference: built in encyclopedia, thesaurus and dictionary
• Cognitive organizational: tools for the prewriting process
• Speech recognition: spoken words are translated to text or spoken words are used to control the computer and software
• Alternate writing: the use of alternate keyboards (e.g. keyboards with large letters) and portable word processors.

Digital Storytelling

The combination of storytelling with technology is innovative and awesome, and a great resource to educators for effective teaching and learning to take place. I was happy to learn the following from the article: "The Educational Uses of Digital Storytelling" by Robin that characterize digital storytelling:

• Stories are only a few minutes long
• Author's point of view must be stated
  
• A Dramatic Question is to be answered at the end of the story
  
• Presentation of serious matters that touch us personally and powerfully
• Music or sound to support the storyline
• Sufficient information to tell the story (no overload of the viewer)
  
• Pace of the story (quickly or slowly)
• Creation by educators or students

Furthermore, as educators digital storytelling helps to promote narrative and informative writing. The use of digital storytelling is recommended as an attention grabber at the beginning of a lesson. Most importantly, the students via digital storytelling learn "Twenty-first Century Literacy":

• Digital Literacy
• Global Literacy
• Technology Literacy
• Visual Literacy
• Information Literacy

However, there is the need for students, according to Ohler in "The World of Digital Storytelling" to focus on making their stories powerful instead of focussing on the technology. This important idea is also expressed in the article: "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development" by Hofer and Harris.

Photo story 3, Microsoft Word & PowerPoint

I was totally blown away by the use of Photo story 3 to do digital storytelling. I am grateful to have been given the opportunity to learn about this marvellous type of technology that can enhance learning. I love the use of print, effects, music and voice recording involved in digital storytelling. Moreover, digital storytelling is a powerful and practical tool that can be used in our nation's school, after all, Microsoft Photo story3 is available for free. In addition, according to Robin, simple technologies like Microsoft Word and PowerPoint can also be used for digital storytelling. This is truly an ingenious and interesting approach to Creative Writing. When doing my digital storytelling I was giggling like a teenager so I can well imagine how the students will be captivated by this technology.

The Implications of the Research Project for the Masters Degree and Job Opportunities

According to Martin Davies, one must always be cognitive of the fact that the finished research project will greatly impact on the quality of degree one obtains. In addition, mention will be made of the research project in reference to the researcher academically, as well as in the pursuit of further employment. Therefore it will be wise to take the advice of the supervisor instead of ignoring him or her to do whatever one chooses. In addition, it is important to give of one’s best which entails concentrating fully on the research project during the allotted time. The research project is also an opportunity for one to demonstrate other skills that one possesses like organizing projects, conducting interviews, collection and analysis of data, the use of software like SPSS and NVivo, and the presentation of results, in the form of a report, to be interpreted analytically.

Furthermore, it is indispensable to recognize time limitations and be realistic about the research project. Whatever one envisages must be feasible especially as it pertains to one’s sample and transcribing of data. Finally, Davies advises against being overambitious but rather suggests having reasonable objectives and a fixed focus. It is not advisable to undertake a lot in a limited space of time. He also goes on to say that researchers should be flexible, inquisitive and open-minded.

Development of an Effective Reading Programme

While reading, "Leading a Successful Reading Program" by Guth & Pettengill, I came across some ideas that can be utilized to ensure that the Reading Programme at our schools is successful. The ideas surround involving key stakeholders in building a “Literacy Community”. Firstly, at the commencement of the school academic year one can briefly talk about the role of a Reading Specialist during the staff meeting. One can also identify resources that may be available to assist staff and students. In addition, for Open Day one can have a display that promotes literacy. That display can include pictures of staff preparing their classroom or reading a book. Those pictures will serve as a form of motivation to students as we, the teachers lead by example.

One can also conduct an informal survey to obtain information about experiences of the staff, reading programmes that have or have not been successful, and resources that they would like to see available at the school. Furthermore, as a Reading Specialist one can create a resource area to assist teachers. However, after providing the resources it is important to do follow-up checks on the teachers to see how the resources are working. As regards parents, the Reading Specialist can interact with them during P.T.A meetings, discussing the Reading Programme and encouraging them to read with their children. There can also be sessions scheduled to educate parents about strategies to improve and strengthen literacy skills.

I love languages and that includes the English language. However, it saddens me that there are those who cannot appreciate the language because of their inability to read. As a teacher it was baffling to me that children were unable to read and write. I wanted to make sense of those problems. I wanted answers. Therefore, I applied to do the Masters in Education in Reading because I prefer to find solutions to problems instead of just focusing on the problems. This program has offered me a wealth of information and I am learning a lot from the various courses. I am thankful that this program has also helped me to develop my computer literacy skills. On completing this degree I hope to help in the eradication of illiteracy in Trinidad and Tobago, and even the world.