IntegratingTechnology IntoSpellingLessons
Nora Zaboroskie
EDUC 601.1
Media and Technology for Educators
12/2/07
Abstract
Students are often judged academically bytheir level of spelling ability, but many fallshort in both ability and motivation.
In this project, spelling methods are discussed,and technology integration is considered as amotivating factor to the teaching of spelling atthe 6th grade level.
Introduction
Spelling InstructionalMethods
Traditional Method
TransitionalMethod
Student-OrientedMethod
Software Integration
Study Island
Smart Board
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, andphonetics.
Concerns:
Phonetic spelling only accounts for about 46%of the words in the English language.
Sheer tediousness and lower-level thinkingskills that are associated with this approach.
(Heald-Taylor, 1998)
Literature Review Continued
Transitional Approach to Spelling Instruction
Integrates phonics, word meaning, graphics, andword patterns.
Includes word studies that compare and contrastwords with similar features such as consonantand vowel patterns, prefixes and suffixes, andword roots.
Also emphasizes the significance of reading inthe acquisition of spelling skills.
Concerns
Teacher-centered
(Templeton and Bear, 1992, as cited by Heald-Taylor, 1998)
Literature Review Continued
Student-oriented Approach to Spelling Instruction
Based on the constructivist theories ofBruner and Vygotsky.
Includes elements of the previous approachbut also sees learning to spell as adevelopmental process in which the studentis aided by scaffolding and the zone ofproximal development.
Students develop their own word lists basedon their reading and writing.
(Chandler, 2000; Fountas and Pinnell, 2001;Heald-Taylor, 1998; Templeton, 2002, 2003)
Literature Review Continued
Technology Integration Into Spelling Instruction
Very little research was found specifically related tothe teaching of spelling with the aid of technology.
Shane Templeton states that some research suggests“that there is a motivation factor for certain studentsthat 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 bothlearning and motivation” (Kozma as cited by Hastingsand Tracey, 2005, p. 28).
Methodology
Created a lesson based on thespelling principle “i before e exceptafter c…”
Incorporated the instructionalpractices associated with theStudent-oriented method.
Introduced Study Island as a practicetool for studying spelling.
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).
Study Island
Sample Question
Study Island Continued
Sample Game
Methodology Continued
Created a lesson based on thespelling principle “i before e exceptafter c…”
Incorporated the instructionalpractices associated with theStudent-oriented method.
Introduced Study Island as a practicetool for studying spelling.
Played a game created in SmartBoard Notebook.
Blurt! Game on anInteractive White Board
Blurt: The Webster’s game of word racing. (1992). Sarasota,FL: Keys Publishing Co.
Methodology Continued
Took an engagement survey at the end ofthe week to determine the student’s levelof involvement in both the word studyactivities and the word study practice withthe software.
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)
Findings
85% of the students indicated that they were
authentically engaged when using Study Island!
Conclusion
Spelling instruction will continue to gothrough paradigm shifts.
Technology is here to stay!
No matter what spelling method is used,technology can be easily implemented.
It is inconclusive whether or nottechnology can directly affect the teachingof spelling. However…
Students are andby the use of computers, so why notimplement them into your spellingprogram!
stimulated
engaged
Quote
In regards to the use of technology forinstruction in the classroom, ShaneTempleton states,
“…we may envision a more optimisticfuture for the effects of technology onspelling in particular and on writingmore generally.” (2004, p. 59)
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: Teachingcomprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Georgia Department of Education. (2007). Retrieved 11/26/2007, fromhttp://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. TheReading Teacher, 51(5), 404-413. Retrieved November 14, 2007, from ResearchLibrary database. (Document ID: 26171701).
Microsoft Office Online Clipart. (2007). Retrieved 10/20/2007 from,http://office.microsoft.com/en-us/clipart/default.aspx.
Schlechty, P. (2002). Working on the work: An action plan for teachers, principals, andsuperintendents. San Francisco, CA: Jossey-Bass
References Continued
Templeton, S. (2002). Supporting students who arestruggling with spelling. Voices From theMiddle, 10(2), 54-55. Retrieved December 1, 2007, fromResearch Library database. (Document ID: 300466751).
Templeton, S. (2003). Spelling: Best ideas = bestpractices. Voices From the Middle, 10(4), 48-49. Retrieved December 1, 2007, from ResearchLibrary database. (Document ID: 340586531).
Templeton, S. (2004). Spell-check this! The limitations andpotential of technology for spelling. Voices From theMiddle, 11(3), 58-59. Retrieved November 14, 2007,from Research Library database. (DocumentID: 585283261).