1. The Dangling Carrot of Reading: Technology? Kate Miller ED 670.52

2. Are students like goldfish? Area of Focus Statement This study will focus on the use of technology in the classroom and home setting to motivate students to read. Can technology motivate students to read? As a teacher, I wonder if this technology can be used to engage the disengaged reader, that child in all of our classrooms, which brings me to my research.

3. Personal Lens I am a reader. I buy books regularly for my classroom library, perform read- alouds, and hold book talks. Reading Interest Inventory- Student Inspiration

4. Setting Elementary school in Maryland near D.C. PBIS School- Gold Rating Targeted Title 1 Demographics- 393 total students ◦38% African American ◦35% Latino ◦17% White ◦4% Asian ◦6% 2 or more races ◦http://www.mdreportcard.orghttp://www.mdreportcard.org

5. Key Terms Technology -software, e-readers, and other digital tools that can be used to help enhance the reading experience. Motivation -something that encourages students to desire to complete a task; in this case, read. E-reader- an electronic device that can be used to store e-books and manipulate digital text

6. Research Question How can I use technology to motivate enthusiasm for reading in intermediate students?

7. Literature Review Changing Role of Literacy ◦“Literacy has expanded from traditional notions of reading and writing to include the ability to learn, comprehend, and interact with technology in a meaningful way.” (Selfe cited in Pianfetti, 2001, p. 256). ◦Coiro mentions: “Never before has it been more necessary that children learn to read, write, and think critically. It’s not just point and click. It’s point, read, think, and click” (Tapscott cited in Coiro, 2002, p. 459)

8. Motivating Students to Read ◦Teachers have read and discovered that for students to be interested in a book it needs to appeal to them either by topic or on a level they are comfortable reading. (Worthy, 2002) ◦The Kindle (by Amazon) appealed to the students for its “convenience and coolness factor.” (Larson, 2010, p. 20)

9. Benefits of Using E-Books ◦“E-books are a high tech tool through which they may begin to enjoy a basic appreciation of literature’s beauty, formal varieties, and unique opportunities on the literary lane of accumulated wisdom.” (Agee, 2003, p. 5) ◦E-books are affordable, can be modified to meet the reader’s needs, enhance comprehension, and appeal to the technology enthusiast in all of us. (Larson, 2010)

10. Studies of Using Technology to Enhance Reading ◦The potential of digital books is just being realized at its surface, with more discoveries to be unleashed. ◦As e-readers and digital books continue to make their way into classrooms, more studies need to be conducted to evaluate their value to reading and comprehension.

11. Summary ◦Digital media is our future and many people gain information from places like the Internet, so the ability to use those resources in the most effective way is a much needed life skill for our students. More research is needed to discover benefits of e-books and digital readers in the 21 st century classroom.

12. Methodology In order to make changes in our ever changing school settings, teachers need to be active participants in assessing the needs of their students in order to make learning optimal for all students. According to Marzano, “Educational research is a key factor in enabling school administrators, principals, teachers, and parents to make sound decisions” (Johnson, 2008, p. 11). “when a situation is observed and there is recognition that something within that situation could probably have been done better.” (Mertler, 2000, p. 15)

13. Participants 4 th grade students 56 total students Students will be chosen from my homeroom Class Demographics ◦45% African American ◦34% Latino/Hispanic ◦21% White  http://www.mdreportcard.org http://www.mdreportcard.org

14. Data Collection Methods Reading Interest Inventory Reading Interest Inventory Reading Logs Interviews Observations E-reader notes

15. Intervention Evaluation I plan on allowing two students a week to have access to an e-reader in order to see if there is a difference between a non e- reader week and comparing a week with the digital reader by: ◦Using their reading logs ◦Reading e-book notations created by the students

16. Procedures of Verification Notes from e-readers Data from “Ticket to Read” Reading surveys and comparing them to the interview data Comparing pre and post survey information Reviewing my reflexivity journal

17. Ethical Considerations Permission from: ◦My administrator ◦Loyola ◦My students’ parentsMy students’ parents Anonymous Surveys using a Google Doc Form Confidentiality- no names will be used, will use initial/number combinations; All documentation will be secured in a locked cabinet Individual log-in and passwords for “Ticket to Read”

18. Proposed Intervention Action Planning 14 week program Assign students to read at least 20 minutes a night, but permit the use of websites and e-readers. (See resources for a complete list of websites) resources I plan to lend out two e-readers to 2 students per week and see if the use of e-readers and websites increase student reading over time versus traditional books. After the 14 weeks of the program, I will collect the materials to retrieve data.

19. Members of Action Research Team Action Planning Teacher Researcher E-Coach Reading Teacher Students and Parents Loyola Professor

20. Negotiations to be Undertaken Action Planning Permission from Loyola University will need to be obtained by submitting the appropriate forms Completed the online education component of ethical research considerations Permission from my principal Send home a letter home to my students’ parents Distribute materials and passwords

21. Timeline Action Planning Week 1 Send out parent permission letters Week 2 Administer surveys and distribute e-readers, website codes and addresses, and demonstrate reading log entries Week 3 Intervi ew studen ts and have them begin to use readin g logs

22. Timeline continued Weeks 4-12 Have students continue to use reading logs Week 13 Begin post-program interview Week 14 Administer post-survey, collect reading logs, e-reader data

23. Resources Reading Logs E-readers Computers Survey (Pre- and Post) Internet and access to the following websites ◦http://www.tumblebooks.comhttp://www.tumblebooks.com ◦http://www.tickettoread.comhttp://www.tickettoread.com ◦http://www.childrenslibrary.orghttp://www.childrenslibrary.org ◦http://www.storylineonline.nethttp://www.storylineonline.net

24. References Agee, J. (2003). Exciting e-books: A new path to literature. TechTrends, 47(4), 5-8. Retrieved from EBSCOhost. Applegate, A. J., & Applegate, M. (2010). A study of thoughtful literacy and the motivation to read. Reading Teacher, 64(4), 226-234. Retrieved from EBSCOhost. doi:10.1598/RT.64.4.1 Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. Reading Teacher, 62(4), 292-302. Retrieved from EBSCOhost. doi:10.1598/RT.62.4.2 Buzzeo, T. (2007). Literacy and the changing role of the elementary library media specialist. Library Media Connection, 25(7), 18-19. Retrieved from EBSCOhost. Coiro, J. (2003). Reading comprehension on the internet: Expanding our understanding of reading comprehension to encompass new literacies. Reading Teacher, 56(5), 458- 64. Retrieved from EBSCOhost. Gambrell, L. B. (2011). Motivation. Reading Teacher, 64(6), 459. Retrieved from EBSCOhost. doi:10.1598/RT.64.6.10 Johnson, A. P. (2008). A short guide to action research (3 rd ed.). Boston, MA: Allyn & Bacon. Kenny, R., Gunter, G., & Association for Educational Communications and Technology, W. C. (2004). Digital booktalk: Pairing books with potential readers. Association for Educational Communications and Technology, Retrieved from EBSCOhost. Larson, L. C. (2008). Electronic reading workshop: Beyond books with new literacies and instructional technologies. Journal of Adolescent & Adult Literacy, 52(2), 121-131. Retrieved from EBSCOhost. doi:10.1598/JAAL.52.2.3 Larson, L. C. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53(3), 255-258. Retrieved from EBSCOhost. doi:10.1598/JAAL.53.3.7 Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response. Reading Teacher, 64(1), 15-22. Retrieved from EBSCOhost. doi:10.1598./RT.64.1.2 Marklein, M. (2010). Can college students learn as well on iPads, e-books? Retrieved from USA Today, http://www.usatoday.com/news/education/2010-08-10- ebooklearning10_CV_N. htm#

25. References (continued) Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. McKenna, M. C. (1991). Computerized reading assessment: Its emerging potential (reading technology). Reading Teacher, 44(9), 692-93. Retrieved from EBSCOhost. Mertler, C. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage. Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall. Rasinski, T. V., & Padak, N. (2011). Who wants to be a (reading) millionaire?. Reading Teacher, 64(7), 553-555. Retrieved from EBSCOhost. doi:10.1598/RT.64.7.14 Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: ASCD. Weber, C. L., & Cavanaugh, T. W. (2006). Promoting reading: Using ebooks with gifted and advanced readers. Gifted Child Today, 29(4), 56-63. Retrieved from EBSCOhost. White, T. G., & Kim, J. S. (2008). Teacher and parent scaffolding of voluntary summer reading. Reading Teacher, 62(2), 116-125. Retrieved from EBSCOhost. doi:10.1598/RT.62.2.3 Worthy, J. (2002). What makes intermediate-grade students want to read? Reading Teacher, 55(6), 568-69. Retrieved from EBSCOhost.

26. Reading Interest Survey https://spreadsheets.google.com/spreadshee t/viewform?formkey=dFJTdG5QQ3VreVhkR3 NCaUNBMUlNQkE6MQ https://spreadsheets.google.com/spreadshee t/viewform?formkey=dFJTdG5QQ3VreVhkR3 NCaUNBMUlNQkE6MQ

27. Reading Log

28. Permission Letter