A Technology A Technology Enhanced Read-Enhanced Read-

AloudAloudBy Julie CregoBy Julie Crego

Given in Mrs. McLean’s 2Given in Mrs. McLean’s 2ndnd grade class at Riverview grade class at Riverview

ElementaryElementary

ObjectivesObjectivesFor my technology lesson, I thought it would be For my technology lesson, I thought it would be

cool to do a PhotoStory as a substitute for a cool to do a PhotoStory as a substitute for a book read aloud. Because the book’s pictures book read aloud. Because the book’s pictures would be broadcast right on the screen, it would be broadcast right on the screen, it would be ideal for the Utah Core Curriculum would be ideal for the Utah Core Curriculum Standard 7 Objective 3 Indicator c which Standard 7 Objective 3 Indicator c which states “Identify information from pictures.” states “Identify information from pictures.” Because all the students could see the Because all the students could see the pictures more clearly, they could all pictures more clearly, they could all participate in discussing how the pictures of participate in discussing how the pictures of the book affect their comprehension of the the book affect their comprehension of the text. text.

Book ChoiceBook ChoiceI chose the book Heckedy Peg by Audrey Wood because not only is this one of my favorite children’s picture story books, but I also feel that when the reader looks closely at the illustrations, they can really tell more about what is going on in the text, and understand the story much better.

Before ReadingBefore Reading

Before we viewed the PhotoStory that I had created, I asked the students about how they thought that pictures helped them to understand the books which they read. I asked them about the shared reading story we were reading as a class, and the books they were reading in their guided reading groups. Before I turned on the PhotoStory, I told the students to be paying particular attention to how the pictures helped the story—what were some things that they noticed in the pictures that weren’t said in the text?

During ReadingDuring Reading

I took photos of the actual pictures from the book, wrote the text over them, and recorded my voice reading the story. I made sure to have the PhotoStory zoom in on the pictures that I wanted the students to pay more attention to.

During ReadingDuring Reading

If the text was particularly long for a certain page, I would put the picture up twice, focusing on different parts of the picture. I think that repeating the picture from a different focal point helped them to see how pictures could help the text.

After ReadingAfter ReadingAfter the PhotoStory was done playing, I After the PhotoStory was done playing, I

asked the students how the pictures had asked the students how the pictures had helped the text. The students were all helped the text. The students were all very excited to participate, and although I very excited to participate, and although I was prepared to probe them towards the was prepared to probe them towards the right answers if necessary, they did not right answers if necessary, they did not need it! They understood easily that the need it! They understood easily that the pictures in pictures in Heckedy PegHeckedy Peg are a big help in are a big help in seeing how the characters are feeling. seeing how the characters are feeling.

ReflectionReflectionI think this technology lesson went very smoothly, and I think this technology lesson went very smoothly, and

that the students really enjoyed it. Using technology that the students really enjoyed it. Using technology to show the book’s pictures from a larger view and to show the book’s pictures from a larger view and from different focal points was much more effective from different focal points was much more effective than trying to show a regular sized book to twenty-than trying to show a regular sized book to twenty-five children and asking them how the pictures five children and asking them how the pictures helped the text. Therefore, I think the technology helped the text. Therefore, I think the technology suited the content perfectly. I think the only thing suited the content perfectly. I think the only thing that I would have done differently is to extend this that I would have done differently is to extend this lesson either before or after the PhotoStory—doing a lesson either before or after the PhotoStory—doing a longer activity or having them write about what they longer activity or having them write about what they noticed in the story or something like that might noticed in the story or something like that might have helped their learning to be solidified. Other have helped their learning to be solidified. Other than that, I think using PhotoStory for a read-aloud than that, I think using PhotoStory for a read-aloud was very effective, and it was something different was very effective, and it was something different and fun for the kids! and fun for the kids!

Principle #1: Student Use of Principle #1: Student Use of Technology Technology

In this learning activity, I used the technology in In this learning activity, I used the technology in more of a showing way, rather than letting the more of a showing way, rather than letting the students be active learners with the students be active learners with the technology. Therefore, the students were technology. Therefore, the students were passive users of technology—their technology passive users of technology—their technology use was limited and they just watched it. In use was limited and they just watched it. In the future, I could abide by this principle by the future, I could abide by this principle by having the students make their own having the students make their own PhotoStory, and then showing them to the rest PhotoStory, and then showing them to the rest of the class. They would be more active of the class. They would be more active learners that way. learners that way.

Principle #2: Technology Use is Principle #2: Technology Use is EssentialEssential

In this learning activity, I definitely think that In this learning activity, I definitely think that the technology use was essential. In order to the technology use was essential. In order to be able to evaluate the pictures from the be able to evaluate the pictures from the book, students needed to be able to easily book, students needed to be able to easily see the pictures. This would have been see the pictures. This would have been impossible had it not been for the projector I impossible had it not been for the projector I used, and the PhotoStory made it so that used, and the PhotoStory made it so that students could listen, see, and hear all at students could listen, see, and hear all at once, instead of just seeing the pictures and once, instead of just seeing the pictures and me taking forever to click through them as I me taking forever to click through them as I read the story. read the story.

Principle #3: Focus on Principle #3: Focus on Learning TaskLearning Task

I think that this use of technology helps I think that this use of technology helps students to somewhat focus on the learning students to somewhat focus on the learning task, but in some ways, it does not. I think task, but in some ways, it does not. I think that the students were more excited about that the students were more excited about the actual use of technology than just looking the actual use of technology than just looking at the pictures to see how they helped the at the pictures to see how they helped the text. I think the technology helped them text. I think the technology helped them complete the task, but they were probably complete the task, but they were probably more focused on the technology than on the more focused on the technology than on the task of understanding how pictures aided the task of understanding how pictures aided the text. text.

Principle #4: Added ValuePrinciple #4: Added ValueLike stated previously, I definitely feel that technology Like stated previously, I definitely feel that technology

added value to this lesson because the students added value to this lesson because the students were able to see the pictures clearly through the were able to see the pictures clearly through the projector, as opposed to sitting on the carpet and projector, as opposed to sitting on the carpet and straining to see the pictures. I think that the straining to see the pictures. I think that the preparation to use the technology (preparing the preparation to use the technology (preparing the PhotoStory) definitely was not easier than preparing PhotoStory) definitely was not easier than preparing for a read aloud, but the carrying out of the actual for a read aloud, but the carrying out of the actual lesson was much easier with the technology than lesson was much easier with the technology than without. I think that each and every student got to without. I think that each and every student got to look at the pictures from the same angle through look at the pictures from the same angle through this use of technology, which would not have been this use of technology, which would not have been how it was if it was just a standard read aloud. how it was if it was just a standard read aloud.