Constructivism, literacy; have you been thinking about these concepts? What does constructivism have to do with technology integration? Does constructivism have a place in the special education classroom and the process of learning? In the second of this two-part series, Wanda Calvert and I continue to examine these issues by reviewing Using Technology in K-8 Literacy Classrooms by Anderson and Speck (2001).

In the 21st Century, literacy has a new face - the computer screen - and computer literacy must be included when we describe a student as being literate. Many literacy and text-based experiences for students are happening on the computer, presented as software programs that promote reading strategies and skills, online books, email, listservs, discussion groups, and, of course, word processing. Readers have opportunities to interact with text and other readers and writers in new ways through electronic communication and collaboration. Teachers of literacy have more to teach these days than the traditional paper and pencil forms of reading and writing. Many teachers realize the powerful opportunities computers provide for their students to engage in meaningful learning activities. Teachers are capitalizing on the fact that students come to school with a vast knowledge of computers and other forms of multimedia technology. As John Dewey (1990) mentions in his essay on "waste in education," waste in education comes from the students' inability to use the experiences they get outside of school in any way within the school. Similarly, students frequently cannot apply what they learn in school to their daily life. The experiences with computers in school, coupled with the exposure to technology that students have in their lives outside of school, will help to prepare students to enter the ever-changing technological work world. Today's technological workforce is required to create, communicate, produce, and publish with computers.

For those teachers who feel that they do not have the time to learn or enough experience with computers to integrate them effectively in their classroom, Using Technology in K-8 Literacy Classrooms is a valuable resource. Teachers can use this book to learn at their own pace. In addition to including major issues in literacy education and how to use technology to enhance teaching and learning, each chapter in the book features:

1. Computer Classroom Snapshots, real life examples of teachers integrating technology,
2. Techno-Teacher Tips, pointers and suggestions for using technology effectively, and
3. Computer Classroom Examples, lesson plans of effective ways to incorporate technology that have been successful in other classrooms.

The book is written in an easy-to-understand format so that teachers who have little or no experience with computers will be able to understand the concepts. The authors have gone to great lengths to make sure that the terminology used in the book is explained in layman's terms. Screen captures depict exactly how the screen would look for a particular program or for performing a particular task with the computer. This practical, valuable resource to the ever-changing world of technology should become part of practicing and preservice teachers' professional libraries.

In Chapter 1, Anderson and Speck provide a theoretical background for teachers who are implementing technology and the rationale for using computers versus traditional methods. They stress the importance of computers becoming tools with which students can solve problems, not simply another method of implementing skill and drill exercises. Too often computers are used as electronic worksheets for skill practice, without connection to real world learning. The social constructivist learning paradigm contends that computers can lead teachers toward creating environments where students are actively engaged in the learning process and take ownership and responsibility for their learning. Instead of teachers being the dispensers of all information, they become facilitators of learning, providing students with the tools and contexts in which to engage in meaningful learning experiences under their guidance.

The authors stress the importance of certain principles of constructivism that guide the integration of technology in the classroom: (a) multiple interpretations of knowledge, (b) learning as an active process, (c) an emphasis on the learning process as well as the end product, (d) problem solving in real world situations, (e) shared power by teachers and students, (f) collaboration in the learning process, and (g) an opportunity for students to publicly share their work and reflect on what they have learned. In the social constructivist classroom, the belief is that students don't have to wait until they learn everything about the computer before they use it, but rather, they learn about the computer while they use it. Students can engage in constructive activities such as word processing, reading electronic texts, creating multimedia presentations, publishing, researching using the Internet, and developing databases and spreadsheets. Teachers can take advantage of these various types of technology for instructional delivery.

Shifting away from theory, the authors focus on the role of the teacher in Chapter 2. As they explain, the role of the teacher in an electronic classroom is one of a facilitator of learning rather than a disseminator of knowledge. Using technology does not require the teacher to relinquish his or her role in the classroom. Contrarily, the teacher still determines what types of technology are most beneficial for the students for their own growth as users of technology and their growth as readers and writers. The teacher becomes the integrator of technology, developing activities that allow students to use a variety of technologies to meet the curriculum standards. At the same time, the teacher works to deepen the students' learning experience by using technology in authentic ways.

The authors also emphasize the importance of assessment to promote improvement in one's learning. In order to improve, students need to understand how and why they can improve. Standards set by teachers for measuring learning must be understood and internalized by students. Allowing students to participate in the grading process helps students to evaluate their own learning and that of their peers. Having rubrics with student and teacher negotiated criteria helps students to develop ownership of the assignment. They also begin to develop a perception of the evaluative process that one must employ in order to make judgments on the work of others. Through formative assessment or feedback, teachers can coach their students during the learning process before summative or graded assessment occurs. Students can also use the summative rubric to assess their own work and reflect on their learning.
Also discussed in this chapter are ways in which teachers can use technology for assessment with an electronic grade book. Teachers can also facilitate communication with parents and families by using mail merge, a way to create form letters that allows the sender to insert names or addresses, or by creating flyers and class newsletters with a desktop publishing program to send home to inform parents of classroom events.

Leaving the realm of the classroom, the authors take teachers in to cyberspace or the Internet in Chapter 3. The authors define the Internet and give examples of how the Internet can be used to teach literacy. Although many teachers see the learning potential of the Internet, they are unable to implement it in to their curriculum due to lack of access. Many schools have computers, however, they are not wired for Internet access, thus eliminating the research, communication, and publishing opportunities for students.

Students working on the Internet promotes problem-solving skills by having them practice searching, sorting, and organizing skills. Student have to access and synthesize information from a wide variety of sources. Cooperative learning can take place online through discussions with members of their own class, others students in a school, students in another state, or even another country. Students researching different content areas or specific fields can access experts as primary sources for information. Although teachers need to help students evaluate information they receive from the Internet for accuracy, the vast majority of information available on the Internet opens up a new world of learning for students. Before using the Internet, the authors suggest that teachers familiarize themselves with search engines and how to conduct a productive search on the Internet so that students do not waste valuable time surfing sites that do not pertain to their topics. The Internet provides access to thousands of Web sites. Students and teachers can easily lose track of time when searching. Teachers can also use filters that reduce the chances of students accessing inappropriate material on the Internet.

One of the most popular literacy formats on the Internet is the individual Web page. Web pages, accessed through the Internet on the World Wide Web, offer information using text, pictures, sounds, video and animation along with links to access this information. Teachers can take advantage of the Internet for students to publish and create their own webpage using desktop publishing software or to participate in collaborative projects with other schools or classes. Chapter 3 includes an appendix that explains step-by-step screen captures how to create a Web page using HTML. The authors also include a list of Web sites designed to help teachers begin such projects in this chapter.

In Chapter 4, Anderson and Speck focus on additional electronic tools that teachers can use to teach literacy. Hypermedia, databases, spreadsheets, PowerPoint, electronic books, CD-ROMs, digital cameras, scanners, and sound and video editing software all contribute to the publishing and presentation options students can use to demonstrate what they know. Again the authors provide screen captures and a step-by-step instruction guide for teachers to implement these tools in their own classrooms. As with any educational resource, the teacher assumes responsibility and determines whether the use of a resource or tool will enhance or promote learning. Just as there are traditional materials that we evaluate and decide not to use, the same applies to electronic materials and tools. Guidelines for evaluating software programs are included in this chapter. Teachers should not assume that all software marketed as educational is a high-quality learning tool.

Students as young as kindergarten are using electronic tools for publishing and many already know how to use a computer, operate a digital camera or scanner through their experiences of using them at home. As computers and other electronic tools become more affordable, we see an increase in the number of families who own electronic tools and computers. Students are coming to school with the prerequisite skills to use these tools and the ability to teach other students (and maybe even the teacher!) how to use them, promoting a social constructivist and collaborative learning environment.

Shifting the focus from the tools to the process, the authors concentrate on the writing process and the advantages of word processing in Chapter 5. Students in future classrooms will be required to do much of the writing using a computer. If we can engage students in authentic writing opportunities in school, they will be prepared for future writing endeavors. Word processors allow for flexibility with moving, deleting, and adding text and pictures. Students can revise by cutting and pasting options, spelling and grammar checks, choosing font, size, and color options. Using a computer also fosters writing for an authentic audience, mirroring the kinds of writing students will be doing in their personal and professional lives in the future. Students can write reports, presentations, or email for personal or business communication. The authors also offer suggestions for infusing the computer as a tool in the writing process regardless of the classroom computer configuration. They include suggestions for classrooms that only have one computer, classrooms that have several computers that are not networked together, and a networked classroom or lab.

In Chapter 6 the authors review the important points about infusing writing into the curriculum and using the computer as a tool for students to publish their work. Students should be able to share their work with a real audience and receive feedback and responses from that audience. A final draft does not constitute publishing; students must be allowed to create a books, magazines, newsletter, collaborative class anthologies, or Web pages. The authors list several Web sites that publish student writings for public viewing. The teacher and students should also establish publishing guidelines collaboratively. Students will have to adhere to publishing rules in an authentic situation outside of the classroom, such as submitting a formal paper for a college class or an article for a journal. The authors provide excellent ways students become acquainted with publishing as a process itself, not just one step of the writing process.

The authors also discuss working with students with special needs and students who are learning English as a second language. In Chapter 7, the authors invited Anita Pandey and Janna Siegel Robertson to discuss technology and teaching literacy. In the section on literacy needs for students with disabilities, Robertson discusses computer assisted instruction (CAI), electronic books, tutorials, and multimedia programs. She states that CAI has the potential, when used correctly, for self-paced, individualized instruction and to provide options for students who are limited in their ability to communicate with others either by physical impairments or by language barriers. Software programs with modifications include electronic/animated books that provide read aloud features for students who are nonreaders or those students who have difficulty pronouncing words. Electronic books also provide pictures for contextual clues to unfamiliar words. Students can also have words or phrases repeated and the animation in many electronic books engage students in the reading through illustration. Tutorials or drill and practice that can be modified and controlled by the teacher also provide immediate feedback by giving students the answers as they work. Creative multimedia programs allow students to create and publish their own stories in a professional format.

Robertson also provides an overview of assistive technology devices such as augmented keyboards, touch pads, and voice command to help students with physical and sensory disabilities to learn and use computers. She includes a table with assistive technologies, their purposes, and how they can aid in literacy acquisition. Descriptions of devices such as speech amplifiers, screen enlargement software, Braille translation software, and voice input software provide the general classroom teacher with information on how to make technology more accessible to those with disabilities. To help teachers decide what assistive technology device should be used with a student, Robertson provides a checklist. She emphasizes that all students can benefit from literacy instruction especially if it infuses technology. She reminds teachers to remember that students with special needs are no exception and should not be excluded from using technology because of an impairment.

As guest author in the area of English as a second language (ESL), Pandey reminds teachers that across the United States the number of students who don't speak English as their native language is becoming increasingly large. Teachers must be prepared to implement technology and provide the best learning environment for students to acquire and use English. Technology provides students with interactive and experiential opportunities to learn a second language. A variety of CD-ROM programs exist that feature auditorally and visually stimulating animation. The students hear the English words and see the corresponding pictures and text that accompany it. Interactive storybooks also allow ESL students to master English by listening to the engaging narrative and the accompanying pictures and music. Pandey also provides an extensive list of Web sites to support ESL instruction.

Using Technology in K-8 Literacy Classrooms was written to help teachers, who are already using technology or who are novice technology users, integrate technology into the reading and writing curriculum in a constructive, authentic manner. The authors address concerns that teachers have with using technology and offer practical, realistic solutions and examples of lessons that can be used to implement technology. Presented in a concise manner, the information the authors provide allows teachers easy access to technology hints. One of the major reasons teachers fail to use technology is the lack of time they have to learn it. The format of the book allows teachers to start small and build on their instructional technology knowledge as they implement technology in their classroom curriculum. For teachers who are ready to use technology to enhance the curriculum and become a facilitator of learning, Using Technology in K-8 Literacy Classrooms is an ideal resource. Many of the techniques presented provide special education teachers with ideas to support literacy efforts for students with disabilities in the inclusive classroom. In addition the chapter on special needs includes excellent resources to share with general education teachers.

For more information on Using Technology in K-8 Literacy Classroom visit the Merrill Education home page at http://www.merrilleducation.com.

References
Anderson, R. and Speck, B. (2001). Using Technology in K-8 Literacy Classrooms. Upper Saddle River: Prentice-Hall, Inc.

Dewey, J. (1990). The School and Society and The Child and the Curriculum. Chicago: University of Chicago Press.

If you have ideas or would like to submit a review of a book or software, please contact Cheryl Wissick at cwissick@sc.edu.