30 Learning & Leading with Technology | May 2010 | LEARNING CONNECTIONS Grounded Tech Integration: K–6 Literacy By Denise Schmidt, Judi Harris, and Mark Hofer is is the seventh and last article in a series on grounded technology integration. See Resources on page 32 for the full list of previous articles. W eb 2.0 tools, digital stories, podcasts, and concept- mapping soware all oer exciting possibilities for supporting K–6 literacy development. Assisting young readers and writers is a com- plex and challenging task. With so many technology resources available for literacy learning and teaching, technology use must be a connected and meaningful part of instruction in- stead of “one more thing to do.” How do we integrate technology eectively in K–6 literacy learning? How can we support teachers in this process? Learning Activity Types One way to help teachers integrate technologies is to focus on instruction- al planning. Research indicates that teachers plan instruction primarily according to students’ curriculum con- tent-based learning needs. ey typi- cally organize lessons, projects, and units around content-based learning activities. Our work suggests matching technology-integration strategies to how teachers plan, rather than asking teachers to design instruction around a particular educational technology. To assist teachers with technology integration, we oer a comprehensive set of learning activity types for each curriculum area, with specic educa- tional technologies that can best sup- port the types of learning done within each activity. We have organized the K–6 literacy learning activity types into subcategories to form an informal taxonomy according to the instruc- tional processes involved in reading and writing. Once teachers determine the learning goals for a particular les- son, project, or unit, they can review the learning activity types, then select and combine the activities that will best help students achieve the targeted learning goals. As educational technol- ogies are also listed for each learning activity type in the taxonomy, choosing the activities also helps teachers select technologies that support the instruc- tional plan in functional and construc- tive ways. We think of this as “ground- ed” technology integration, because it is based in content, pedagogy, and how teachers plan instruction. K–6 Literacy Activity Types K–6 literacy activity types are classied according to two processes: reading and writing. To date, we have identi- ed 88 activity types. Space restric- tions do not permit us to share the entire list here, but it is available on the Activity Types Wiki. Sample activity types are presented on page 31, with one example for each subcategory. Each includes a brief description and a list of possible integrated technologies. Combining Activity Types: An Example Rarely, if ever, would a teacher use a literacy learning activity type in isola- tion. e following example illustrates how several activity types might be combined during a literature circle project between two h grade class- rooms in two dierent locations. Literature circles (a reading activity type) are used in elementary classrooms to encourage literary interest and dis- cussion. Typically, students meet in small face-to-face groups to discuss the book they are reading. is process can be extended by including activity types such as making predictions, discussing, and drawing conclusions. In one exam- ple, a h grade teacher chose to create several “book blogs” to help students discuss their books with peers from a dierent school, thus providing oppor- tunities to share ideas and perspectives with a broader audience. ISTOCKPHOTO.COM/DUETTOGRAPHICS Copyright © 2010, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.