Elementary Classroom Web Sites Summarized By Katrina Danielle Gonzalez EME Summer A 2008

Introduction The purpose of this study was to understand how elementary classroom Web sites support children’s literacy. Basic features that were considered throughout the study: common instructional approaches used within elementary classrooms, parental involvement, peer culture, and notions of the invisible classroom.

Methods This study was conducted in two different Phases. Phase I: Focus and identify features of elementary classroom Web sites that supported students’ literacy. Phase II: Analysis to understand if elementary classrooms promote literacy.

Methods (Continued) Google searches were performed under five different headings. 120 Web sites were found that were from kindergarten to six grade. Data collection was limited to websites that explicitly referred to literacy instruction, had links to other Web sites that explicitly addressed literacy, or reflected common approaches to literacy instruction.

Results - Phase I Three basic categories were found: newsletters, external links and publishing. Newsletter was the most common feature within the Web sites explored. About 68% provided this feature. External links were found on 59% of the 120 Web sites.

Results – Phase I (Continued) Publishing was the least common feature found throughout all the Web sites looked at. Only 43% showed this feature.

Results – Phase II Instructional Approaches- Within Classroom Basal/skills approaches: The only approach that 100% of all the Web sites were in alignment with. Process-writing approaches: Nearly 50% of the Web sites contained this feature. Unit-based approaches: 50% of the Web sites contained this approach. Literature-based approaches: Least common feature found, only 35% contained this feature.

Results – Phase II (Continued) Beyond Classrooms: Parental Involvement, Peer Culture, Invisible Classroom Parental Involvement: 70% Peer culture: No evidence of support. Invisible classroom: Websites were all available to students at all times.

Discussion of Findings The study revealed that elementary classroom Web sites currently support children’s literacy with three features: Newsletters, external links and various supports for publishing. All Web sites supported basal/skills approaches. Nearly half supported process-writing approaches and unit- based approaches.

Discussions of Findings (Continued) Only one-third of the Web sites incorporated literature-based approaches. Strong support of parental involvement was found throughout the Web sites. Students through these Web sites have ample opportunities to engage in literacy activities. These Web sites never close.

Discussions of Findings (Continued) No evidence of peer culture was found.

My Reaction to the Study This study is useful because it shows how technology in helping students learn at any giving time as well as involving their parents more with their academic achievements. By providing class Web sites both teachers and parents can help to make sure that the student is learning to their full potential.

How I Will Use the Information in My Classroom I will let the students have options as to whether they would like their work published online for the others to see. Make links to Web sites that promote different approaches of literacy. Allow students to explore certain Web sites that can help them complete assignments as well as learn additional skills.

Citation Baker (Besty), Elizabeth A. (2007) ‘Elementary Classroom Web Sites’, Journal of Literacy Research, 39:1, 1-36

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