Annotated Bibliography

Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all students. Teaching Exceptional Children, 43(4), 2837. As we've already discovered in EDTECH 501, VoiceThread has many benefits in an educational setting. This article focuses on these benefits from utilizing this tool for special needs students to implementing it across the curriculum. There are several interesting and education case studies included. Overall, the author establishes that this tool encourages active participation of all learners . Dockter, J., Haug, D., & Lewis, C. (2010). Redefining rigor: Critical engagement, digital media, and the new English/language arts. Journal of Adolescent & Adult Literacy, 53(5), 418420. This journal article discusses how an instructor and her students moved from a traditional language arts curriculum to using Web 2.0 technologies. One unique aspect addressed is that the instructor's students were highly diverse with 82% qualifying for free and reduced lunch. The curriculum was media focused. In each unit, students were asked to build their own understanding about the media, encouraged to collaborate, challenged to critically and creatively analyze and produce media and include an authentic audience who viewed and critiqued their projects. The result was that these students felt intellectually challenged, respected and connected to their school and community . Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom with YouTube, digital stories, and blogs. Clearing House, 82(2), 6669. In a rural, Midwest middle school of about 120 students, a teacher embarks on integrating technology to narrow digital inequality. In the article, the instructor first uses Youtube to teach vocabulary and grammar. Next are examples of how she had her students create digital stories and blogs. The rationale for integrating these technologies into the curriculum is that students who have the ability to navigate the digital spectrum will avoid falling into a digital abyss. Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121130. doi:10.1598/JAAL.54.2.4 This article discusses the idea that teens see technology, specifically cell phones, as a tool, not only for communicating, but for learning and sharing information. The challenge is to harness this technology and utilize it in ways to enhance communication and writing in the classroom. Of particular interest was a lesson plan that involved a Shakespeare assignment where the instructor texted each group leader the task of summarizing a particular scene. The groups had to work together and then respond to the teacher via text message. Since it was a summary, it was short enough to be ideal for this response. The author added, "This idea can be adapted for writing instruction in which students brainstorm ideas for a creative writing piece or write a sentence that uses precise language." Tarasiuk, T. J. (2010). Combining traditional and contemporary texts: Moving my English class to the computer lab. Journal of Adolescent & Adult Literacy, 53(7), 543552. This article discusses a teacher's realization that some of her low achieving students actually excel in their reading and writing skills using the internet. The instructor conducts research that supports using technology in the classroom for all students and ends up moving her classroom to the computer lab during the final quarter of the year. She incorporates several digital tools for instruction, including Wikis and digital book talks.