2. Integrating Technology Into Spelling Lessons Nora Zaboroskie EDUC 601.1 Media and Technology for Educators 12/2/07

3. Abstract Students are often judged academically by their level of spelling ability, but many fall short in both ability and motivation. In this project, spelling methods are discussed, and technology integration is considered as a motivating factor to the teaching of spelling at the 6 th grade level.

4. Introduction Spelling Instructional Methods  Traditional Method  Transitional Method  Student-Oriented Method Software Integration  Study Island  Smart Board

5. Literature Review Traditional Approach to Spelling Instruction  Based on behaviorists theories of of C.E. Osgood, C.L. Hull, K.W. Spence, and B.F. Skinner.  Involves memorization, drill and practice, and phonetics. Concerns:  Phonetic spelling only accounts for about 46% of the words in the English language.  Sheer tediousness and lower-level thinking skills that are associated with this approach. (Heald-Taylor, 1998)

6. Literature Review Continued Transitional Approach to Spelling Instruction  Integrates phonics, word meaning, graphics, and word patterns.  Includes word studies that compare and contrast words with similar features such as consonant and vowel patterns, prefixes and suffixes, and word roots.  Also emphasizes the significance of reading in the acquisition of spelling skills. Concerns  Teacher-centered (Templeton and Bear, 1992, as cited by Heald-Taylor, 1998)

7. Literature Review Continued Student-oriented Approach to Spelling Instruction  Based on the constructivist theories of Bruner and Vygotsky.  Includes elements of the previous approach but also sees learning to spell as a developmental process in which the student is aided by scaffolding and the zone of proximal development.  Students develop their own word lists based on their reading and writing. (Chandler, 2000; Fountas and Pinnell, 2001;Heald-Taylor, 1998; Templeton, 2002, 2003)

8. Literature Review Continued Technology Integration Into Spelling Instruction  Very little research was found specifically related to the teaching of spelling with the aid of technology.  Shane Templeton states that some research suggests “that there is a motivation factor for certain students that results from using technology aids for spelling” (2004, p. 58).  Negative impact due to e-mail and text messaging? Templeton predicts no! (2004) Does Media Affect Learning: Where Are We Now?  “…unique attributes of certain media can affect both learning and motivation” (Kozma as cited by Hastings and Tracey, 2005, p. 28).

9. Methodology  Created a lesson based on the spelling principle “i before e except after c…”  Incorporated the instructional practices associated with the Student-oriented method.  Introduced Study Island as a practice tool for studying spelling.

10. Study Island Study Island  describes itself as an "Online Preparation Assessment Program" designed to help teachers prepare students for state standardized tests (Study Island, 2007).

11. Study Island Sample Question

12. Study Island Continued Sample Game

13. Methodology Continued  Created a lesson based on the spelling principle “i before e except after c…”  Incorporated the instructional practices associated with the Student-oriented method.  Introduced Study Island as a practice tool for studying spelling.  Played a game created in Smart Board Notebook.

14. Blurt! Game on an Interactive White Board Blurt: The Webster’s game of word racing. (1992). Sarasota, FL: Keys Publishing Co.

15. Methodology Continued Took an engagement survey at the end of the week to determine the student’s level of involvement in both the word study activities and the word study practice with the software.

16. Engagement Levels Defined Authentic Engagement= I want to do this! I’m learning! Ritual Compliance= I’ll do it to get a good grade. Passive Compliance= I’ll do it to stay out of trouble. Retreatism= I don’t care about this. Rebellion= I won’t do this! You can’t make me! (Schlechty, 2002)

17. Findings 85% of the students indicated that they were authentically engaged when using Study Island!

18. Conclusion Spelling instruction will continue to go through paradigm shifts. Technology is here to stay! No matter what spelling method is used, technology can be easily implemented. It is inconclusive whether or not technology can directly affect the teaching of spelling. However… Students are and by the use of computers, so why not implement them into your spelling program! stimulatedengaged

19. Quote In regards to the use of technology for instruction in the classroom, Shane Templeton states, “…we may envision a more optimistic future for the effects of technology on spelling in particular and on writing more generally.” (2004, p. 59)

20. References Blurt!: The Webster’s game of word racing. (1992). Sarasota, FL: Keys Publishing Co. Chandler, K. (2000). What I wish I’d known about teaching spelling. English Journal, 89(6), 87-95. Retrieved 12/1/2007, from Research Library database. (Document ID: 56523314). Fountas, I. C., & Pinnell, G.S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Georgia Department of Education. (2007). Retrieved 11/26/2007, from http://www.georgiastandards.org/. http://www.georgiastandards.org/ Hastings, N. B., & Tracey, M. (2005). Does media affect learning: Where are we now? TechTrends, 49(2). Heald-Taylor, B. G. (1998). Three paradigms of spelling instruction in grades 3 to 6. The Reading Teacher, 51(5), 404-413. Retrieved November 14, 2007, from Research Library database. (Document ID: 26171701). Microsoft Office Online Clipart. (2007). Retrieved 10/20/2007 from, http://office.microsoft.com/en-us/clipart/default.aspx. http://office.microsoft.com/en-us/clipart/default.aspx Schlechty, P. (2002). Working on the work: An action plan for teachers, principals, and superintendents. San Francisco, CA: Jossey-Bass Study Island. (2007). Retrieved 11/23/2007 from http://studyisland.com.http://studyisland.com

21. References Continued Templeton, S. (2002). Supporting students who are struggling with spelling. Voices From the Middle, 10(2), 54-55. Retrieved December 1, 2007, from Research Library database. (Document ID: 300466751). Templeton, S. (2003). Spelling: Best ideas = best practices. Voices From the Middle, 10(4), 48- 49. Retrieved December 1, 2007, from Research Library database. (Document ID: 340586531). Templeton, S. (2004). Spell-check this! The limitations and potential of technology for spelling. Voices From the Middle, 11(3), 58-59. Retrieved November 14, 2007, from Research Library database. (Document ID: 585283261).