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Playing With Digital Tools With Explicit Scaffolding
Author(s) -
Kang Grace Y.
Publication year - 2018
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1672
Subject(s) - digital literacy , reading (process) , scaffold , curriculum , mathematics education , literacy , computer science , think aloud protocol , psychology , pedagogy , multimedia , human–computer interaction , linguistics , usability , database , philosophy
This teaching tip showcases instructional strategies and scaffolds from an out‐of‐school digital writing camp. Often, teachers may be hesitant to incorporate digital tools into their literacy instruction for various reasons (e.g., scripted curriculum, fear and uncertainty of digital tools, lack of experience and knowledge with technology), yet it is quite similar to using the writers’ workshop approach with the added necessity of explicit scaffolding. Three main scaffolds of reading aloud mentor texts, teacher modeling of the digital tools, and providing time to play with the digital tools are further explained. The author highlights lower to higher tech digital tools, such as Google Slides, PicLits, Animoto, and iMovie, and reveals how they can be incorporated into the literacy classroom in engaging and meaningful ways.