Wicked Problem Project: Creating Fluent Readers in the Classroom

Blog Part B: Application of TPACK

TP Knowledge: The aim of this wicked problem project is to increase fluent readers. This is clearly an ongoing problem in our schools and although there have been traditional approaches to support this problem; these solutions are clearly not as effective as they need to be. That is why it makes sense to adjust our pedagogy and attempt to incorporate technology to create more fluent readers. My three-step technology plan meets the needs of creating fluent readers. In step one the readers are able to hear audio books being read to them. Auditory reading is proven to be a key element in learning to read. But, without the aid of audio books, teachers can only offer class read alouds. These read alouds do not offer repeat readings on demand for individual students, but audio books do. An additional element that audio books offers, in relation to teaching reading, is that it takes away the stress and anxiety that struggling readers often experience. Audio books allow students to follow along with printed copies of books and feel more at ease. This allows them to develop a more authentic passion for reading and allows students to become engaged in stories and series books. Eventually, students are able to see that they can have success with reading and later down the road become more competent, independent readers.

Step two of the program offers comprehension checking through the technology tool Accelerated Reader. Testing our students' understanding of what they read is essential. This program offers quizzes on almost any children's book, so it therefore provides variety. Variety means differentiation. AR is designed so that students are reading the right books, and are moving up in their reading ability as time goes on. Standardized testing provides teachers with information on reading levels and students are able to look up books on ARbookfinder.com to find their appropriate level book. Teachers also have the option of leveling their library, which allows students to easily browse books at their level.  Making sure our students are reading the correct level literature is key pedagogical practice, and these above mentioned technology methods directly meet this need.

Step three in the program allows for personal responses that promote comprehension building. Student blogging on comprehension blogs is how this step is met. It is important that we allow our students to speak to what they are reading, so that they can make authentic connections. Although this can be done with pencil and paper, the online blogging experience offers so much more. With online blogging students can organize their work overtime, it provides a progression of progress and most importantly it provides an easy source for discussion and feedback. So, essentially, blogging drastically improves this particular aspect of the pedagogical practice of promoting fluent readers in the classroom.

TC Knowledge: The technologies in my solution (Audio books, AR and blogging) make the content of learning to become a fluent reading much more intellectually accessible. Without these technologies reading instruction can easily be too uniform, in other words not differentiated. This program promotes having each student reading books at their exact level. Teachers are able to rent audio books of various levels, AR offers quizzes on a large range of reading levels and students are able to blog about the books that are “just right” for them. Audio books allow students to also read books slightly above their ability since they are reading along. This allows students to be exposed to more difficult literature and pushes their vocabulary and comprehension development even further. This benefit of audio books can even allow students to move up in their reading level. This system ensures not only that struggling students progress, but that all students progress in their reading abilities, including grade level and above grade level readers.

This program also encourages new representations of content by way of technology. Audio books offer an audio version of books, which is a new approach compared to independent silent reading. Audio books puts the words to life and offers a model of a fluent reader with good intonation and voice. AR offers online quizzes that provide instant feedback. The online quizzes allow the student to view one question at a time and allows the student to click on various answers before submitting their final answer. This is visually more clean than crossing out answers and erases mistakes. Viewing one question at time allows for self-pacing, and the clicking option allows for a kinesthetic approach. The instant feedback is a representational change for both the teacher and the student. Traditionally grading can block the teacher from immediate remediation. Students also take more ownership in their learning when they receive instant results. Student blogging also offers a representational change: Students are now able to keep an online journal of their responses and refer back to comments and feedback. Whereas traditional journaling limits the students to paper, which can be disorganized/easily lost. In traditional pencil and paper activities, students are also more likely to forget peer and teacher feedback because it is often represented verbally.

PC Knowledge: My pedagogical choices in this program correspond with producing fluent readers. In this program, students experience literacy in a variety of ways: Students experience literature in an auditory sense, they are able to complete interactive comprehension quizzes and also have the benefit of writing about their reading experiences by way of blogging. Students are set on their own self-guided tour, so to speak. They are reading books that interest them and that are at their level. They experience the success of comprehending the books and passing quizzes, with the assistance of audio books. Furthermore, students are able to express their excitement of success and comprehension by blogging. 

When looking at the even bigger picture of this program it is evident that the additional pedagogical practices support literacy for readers of all ability. This program is implemented primarily in workshop form, where students are able to read in comfortable areas, or enjoy an audio book with a partner or even participate in small literature circles. Students self run this workshop: Student jobs allows for a student to monitor computers for quiz and blogging use. This model allows the teacher to attend to teaching rather than management. The teacher is able to focus on individual instruction in such an environment. This allows the teacher to administer one-on-one Dibels testing, attend to small literature groups and model repetitive reading practice on audio books. Students are experiencing the process of learning to become a fluent reader in a positive, differentiated manner. Students no longer have to struggle in their reading experiences; instead they are able to prosper in their literacy skills by implementation of such technology based programs.