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Innovate: Journal of Online EducationVolume 1Issue 3 February/March 2005 Article 23-1-2005Twenty-first Century Literacy and Technology inK-8 ClassroomsJune BrownJan BryanTed BrownFollow this and additional works at: http://nsuworks.nova.edu/innovatePart of the Education CommonsThis Article is brought to you for free and open access by the Abraham S. Fischler College of Education at NSUWorks. It has been accepted forinclusion in Innovate: Journal of Online Education by an authorized administrator of NSUWorks. For more information, please contactnsuworks@nova.edu.Recommended APA CitationBrown, June; Bryan, Jan; and Brown, Ted (2005) "Twenty-first Century Literacy and Technology in K-8 Classrooms ," Innovate:Journal of Online Education: Vol. 1: Iss. 3, Article 2.Available at: http://nsuworks.nova.edu/innovate/vol1/iss3/2Twenty-first Century Literacy and Technology in K-8 ClassroomsAll exhibits, tables and figures that have remained available have been included as additional content withtheir respective articles to be downloaded separately. Click here to return to the article page on NSUWorksand view the supplemental files.Unfortunately, not all the supplemental files have survived until 2015 and some will be missing from thearticle pages. If you are an author in Innovate and would like to have your supplemental content included,please email the NSUWorks repository administrator at nsuworks@nova.edu.This article is available in Innovate: Journal of Online Education: http://nsuworks.nova.edu/innovate/vol1/iss3/2Twenty-first Century Literacy and Technology in K-8 Classroomsby June Brown, Jan Bryan, and Ted BrownUsing technology to enhance literacy has been viewed in different ways by educators. Some teachers believethat new developments will fundamentally change literacy instruction; others think that technology is simply anew tool to use with old teaching methods. The latter group views technology as merely another example ofthe education pendulum swinging back and forth—but rarely creating new tracks. Likewise, someresearchers claim that technology essentially redefines literacy while others believe that it acts as a vehicle torestore established concepts of literacy (Bryan, Merchant, and Cramer 1999). The question of how new technologies impact literacy instruction in K-8 classrooms is particularly significanttoday. Historically, definitions of literacy were grounded in ancient Greek tradition, in which like-mindedteachers and scholars gathered as communities of literates to share oral and written discourse and exploretopics for further study (Heath 1991). For example, Aristotle taught by asking questions and having learnersshare their knowledge orally in the absence of technology tools. Similarly, in America early educators inone-room schools challenged learners to read, write, and recite memorized passages orally. In recent years, however, new literacies have emerged in association with technology. Gilster (1997) definesdigital literacy as the ability to communicate with an ever-expanding community to discuss issues, gatherinformation, and seek help. Likewise, global literacy is the capacity to read, interpret, respond, andcontextualize messages from a global perspective (Burniske 2000). Additional literacies include technologyliteracy, visual literacy, and information literacy (Smolin and Lawless 2003). The concept of literacy clearlyhas become more differentiated and more expansive in the wake of the technological revolution. As a result,Leu states that literacy is "no longer an end point to be achieved but rather a process of continuously learninghow to be literate" (2001, 568). He claims that literacy is constantly changing, not static, and that teachersalso must change in order to prepare children for increased technology demands. In the midst of this new environment, many teachers are adopting newer literacy models for classroominstruction. Technology offers exciting latitude for dialogue in cyberspace, which in many respects reinforcesthe classical notion of literacy introduced by the Greeks—sharing knowledge with others. But instead ofinteracting with classmates in real time, children can now establish "communities of literates" with anyone,anytime, anywhere. This community-based model of education, along with the multiple forms of literacy thatsustain it, provides a foundation for preparing students to succeed in an increasingly interdependent, globallandscape. This article explores 21st-century literacy and offers some illustrations of how technology mayhelp educators and students meet the challenges of the future while also expanding the classical ideal ofliteracy inherited from the past. Industrialization, Information Management, and Digital CommunitiesAt the beginning of the 20th century, our culture shifted from an agrarian-based to an industrialized societywith technology acting as a major catalyst for change. Following World War II, information technologyprovided the power to manage literally millions of numbers in a split second. In turn, when computerseventually entered K-8 classrooms, educators focused on the technology itself with little thought to anybroader changes in their pedagogy (Dwyer, Ringstaff, and Sandholtz 1991). During the early years of the information age, the role of technology in education was still based onadministrative or business-oriented models. As a result, teachers used computers primarily asdata-management tools to handle grades, track attendance, and scan computerized tests. Particularly inhttp://www.innovateonline.info/index.php?view=article&id=17 1Brown et al.: Twenty-first Century Literacy and Technology in K-8 ClassroomsPublished by NSUWorks, 2005elementary schools, electronic worksheets provided literacy drill and practice for students, andcompetition-focused programs facilitated individual literacy attainment. Children operated computers inmultistation labs and were isolated by headphones and preprogrammed instruction. They also participated insegmented literacy activities (such as matching initial, medial, and final consonants) or read books followedby objective tests. Single computers served as learning centers and electronically rewarded children whofinished traditional paper-and-pencil tasks quickly. In other words, teachers and children simply did old thingsin new ways without grasping the value of technology as a new communication tool. Although technologychanged the classroom environment to some degree, curriculum and instruction did not change. By the late 20th century, however, the technology paradigm moved beyond data management to includenetworking across virtual environments (Davis and Meyer 1998). Similarly, classroom learning shifted fromthe traditional behavioral perspective to a constructivist approach (Anderson and Speck 2001). Perhaps themost pervasive impact of this change is reflected in how K-8 teachers and students use multimedia resourcesto develop literacy skills. Instead of merely consuming content, teachers and children have become contentcreators.In the new connected paradigm, teachers harness the power of computers as communication tools forstudents to access information and share findings with others. Thus computers are no longer merely vehiclesfor drill and practice, but vehicles for problem-solving and active learning. This modification requires newunderstandings of the various ways learners interact with digital media, as well as increased opportunities forlearners to participate within a growing community of literates. When teachers interact differently withtechnology, students' interactions change also. As Selfe and Hilligoss presciently argued more than 10 yearsago, "It is not simply that the tools of literacy have changed; the nature of texts, of language, of literacy itselfis undergoing crucial transformations" (1994, 11). Literacy in a Digital WorldWhile teachers lead the way, technology supports powerful literacy instruction and offers multipleopportunities to collaborate with more knowledgeable learners. Just as the scholars in ancient Greece sharednew understandings, contemporary children converse with peers and learners around the world. Thefollowing story illustrates how a middle school student cultivated literacy skills with the added feature oftechnology. Rebecca's Story Rebecca, a Texas sixth grader, needed data—lots of data. To learn more about the 1970s she had tointerview 10 people from different age groups and learn how perceptions of that decade vary. The very natureof this assignment was grounded in concepts related to digital literacy. While more traditional tasks mighthave engaged her in reading and responding to informative text, this assignment required her to collect andanalyze unique data, thereby creating her own content. Rebecca used oral interviews and traditional pencil-and-paper media to collect data from peers and herimmediate family. To reach those geographically removed, Rebecca developed an e-mail group, transformedthe oral interview into an online questionnaire, and sent her assignment through cyberspace. Within minutes,Rebecca received a response from Alabama. Data arrived at an alarming speed. To manage the informationflow, Rebecca launched a spreadsheet application and entered her original pencil-and-paper data along withher electronic data. Patterns developed. Trends emerged.Finally, Rebecca developed an oral presentation to tell others what she had learned about the 70s. Deeplyengaged in 21st-century digital literacy behaviors, Rebecca accessed, manipulated, and shared informationwith a community of learners. As a result, she addressed content and communication simultaneously. This isa hallmark of literacy instruction in our connected society, and it ironically echoes its classical roots: To behttp://www.innovateonline.info/index.php?view=article&id=17 2Innovate: Journal of Online Education, Vol. 1, Iss. 3 [2005], Art. 2http://nsuworks.nova.edu/innovate/vol1/iss3/2completely literate is to share what you learn. Literacy and Technology in the 21st CenturyIn response to the new demands of the information age, teachers now integrate technology across thecurriculum. Traditional literacy instruction involved the use of textbooks, skills lessons, ability groups,numerous worksheets and workbook pages, as well as writing that only the teacher read. In contrast, literacyin the 21st century requires that children not only communicate with classroom peers, but also read e-books,receive and send e-mail, locate and evaluate online information, prepare reports with presentation software,establish dialogue with learned individuals in other regions, and write for both a local and global community.Teachers and children in 21st-century classrooms are responding positively to new technology tools. Onenew resource to enhance literacy is ePALS, which provides student-safe e-mail and easy-to-use tools.Students can connect with peers from around the world, engage in projects, create new friendships, andlearn more about other cultures. In addition, Time for Kids Online, National Geographic, and OWL are digitalmagazines that allow children to access information, read about current events, take polls, play games, andin some cases submit articles for publication. Teachers can also encourage reading and writing through Websites such as ReadWriteThink (a high-quality collection of literacy resources); Puzzlemaker (a repository ofpuzzles and platform for creating them); and Giggle Poetry (a publisher of children's poetry). Additionalresources like Carol Hurst's Children's Literature Site, the Children's Literature Web Guide, and the Children'sBook Council provide educators with book reviews and activities to enhance literacy learning.Technology promotes literacy by allowing students to present and reconfigure information in numerousways—such as visually through images as well as nonlinearly (Smolin and Lawless 2003). Inspirationsoftware and the California school system's online graphic organizers are two examples of programs thatfacilitate visual thinking. New tools like these help teachers and learners discuss concepts, organizeinformation, and share thoughts through Venn diagrams, semantic webs, charts, and other graphic images.Additionally, teachers and children can view story videos online, perform in a reader's theater, visit digitallibraries, learn about authors, and access booktalks. Teachers may also view sites such as CyberGuides forstandards-based, Web-delivered literature units. The digital, connected community greatly impacts literacy learning in K-8 classrooms as more and moreinformation is stored online. Consequently, instead of spending time in libraries preparing endless note cards,students use numerous online tools to search for information or collect data. Ask Jeeves for Kids,Yahooligans!, and KidsClick! are popular search engines expressly designed for children. Formerly, children sought most of their information from parents and teachers; today students spend twice asmuch time learning from media resources each year (Quesada and Summers 1998). Therefore, childrenmust be taught to search and analyze Web-based information for accuracy, bias, usefulness, and truthfulcontent. To check for messenger bias, students can analyze the links to and from a selected Web site. Forexample, children can access AltaVista and enter "link:" in the search box followed by the URL. Thus, tocheck for bias at SeaWorld, learners would enter "link: http://www.seaworld.org/" and click the "find" icon todiscover any bias or connections. Furthermore, children can compare and contrast information from different Web sites by creating a Venndiagram with online tools. The Internet can either reveal factual, substantive information for students orbecome "a gigantic electronic tabloid" (Goldsborough 1998, 32). Appropriate technology use offers teachersand learners new avenues to access, evaluate, and communicate information. Heath's (1991) community ofliterates now expands to include a worldwide community of children. ConclusionThe role that technology plays in advancing multiple literacies in the information age is extensive, and thishttp://www.innovateonline.info/index.php?view=article&id=17 3Brown et al.: Twenty-first Century Literacy and Technology in K-8 ClassroomsPublished by NSUWorks, 2005applies as much to K-8 education as it does to higher education. For younger students, technology providesvital opportunities to capitalize on real-life activities, problem-solving skills, and authentic literacyconversations with other learners. Consequently, these students can both consume and create content inpreparation for their future in a connected society.We predict that Web-based, student-centered sites will increase and expand. Children will conduct research,visit museums, and take virtual tours that were previously inaccessible due to constraints of time anddistance (e.g., they might connect to the Smithsonian, the Monterey Bay Aquarium, the Louvre Museum, orthe National Zoo). They will "frolic in both real and electronic parks" (Sylwester 1997). In turn, teachers willhave educational resources, literacy lessons, and online journals at their fingertips (e.g., A to Z Teacher Stuff,Education World, the Global Schoolhouse, Reading Online, and journal lists like the one compiled by theUniversity of Glasgow).In light of current developments in online learning, it is clear that "what it means to be literate will continuouslychange as new technologies of literacy rapidly appear in an age of information, creating both newopportunities and new challenges for literacy educators" (Leu 2001, 568). The education pendulum continuesto swing. Technology, however, leads the way in creating new tracks for the pendulum as it expands theGreek community of literates to include a global network of lifelong learners.ReferencesAnderson, R. S., and B. W. Speck. 2001. Using technology in K-8 literacy classrooms. New Jersey: PrenticeHall.Bryan, J. K., C. Merchant, and K. Cramer. 1999. America calls: Technology-based interdisciplinary planningand instruction. Classroom Leadership Online 2 (5). http://www.ascd.org/ed_topics/cl199902_bryan.html(accessed February 1, 2005).Burniske, R. W. 2000. Literacy in the cyberage. Arlington Heights, IL: Skylight Training and PublishingCompany.Davis, S., and C. Meyer. 1998. Blur: The speed of change in the connected economy. New York: WarnerBooks.Dwyer, D. C., C. Ringstaff, and J. H. Sandholtz. 1991. Changes in teachers' beliefs and practices intechnology-rich classrooms. Educational Leadership 48 (8): 45-52.Gilster, P. 1997. Digital literacy. New York: Wiley Computer Publishing.Goldsborough, R. 1998. Teaching healthy skepticism about information on the Internet. Technology andLearning 18 (5): 32.Heath, S. B. 1991. The sense of being literate: Historical and cross-cultural features. In Handbook of readingresearch, ed. R. Barr, M. Kamil, P. B. Mosenthal, and P. D. Pearson, 3-25. White Plains, NY: Longman.Leu, D. 2001. Emerging literacy on the Internet. The Reading Teacher 54 (6): 568-572.Quesada, A., and S. Summers. 1998. Literacy in the cyber age: Teaching kids to be media savvy.Technology and Learning 18 (5): 30-36.Selfe, C. L., and S. Hilligoss, eds. 1994. Literacy and computers: The complications of teaching and learningwith technology. New York: Modern Language Association.http://www.innovateonline.info/index.php?view=article&id=17 4Innovate: Journal of Online Education, Vol. 1, Iss. 3 [2005], Art. 2http://nsuworks.nova.edu/innovate/vol1/iss3/2Smolin, L., and K. Lawless. 2003. Becoming literate in the technological age: New responsibilities and toolsfor teachers. The Reading Teacher 56 (6): 570-577. Sylwester, R. 1997. How natural and electronic environments affect the development of a child's brain. Paperpresented at Literacy Conference, Drury University, Springfield, MO, December.COPYRIGHT AND CITATION INFORMATION FOR THIS ARTICLEThis article may be reproduced and distributed for educational purposes if the following attribution is included in the document:  Note: This article was originally published in Innovate (http://www.innovateonline.info/) as: Brown, J., J. Bryan, and T. Brown. 2005.Twenty-first century literacy and technology in K-8 classrooms. Innovate 1 (3).http://www.innovateonline.info/index.php?view=article&id=17 (accessed April 24, 2008). The article is reprinted here with permissionof the publisher, The Fischler School of Education and Human Services at Nova Southeastern University.To find related articles, view the webcast, or comment publically on this article in the discussion forums, please goto http://www.innovateonline.info/index.php?view=article&id=17  and select the appropriate function from thesidebar. http://www.innovateonline.info/index.php?view=article&id=17 5Brown et al.: Twenty-first Century Literacy and Technology in K-8 ClassroomsPublished by NSUWorks, 2005

Twenty-first Century Literacy and Technology in K-8 Classrooms

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Twenty-first Century Literacy and Technology in K-8 Classrooms

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