Chapter+9+Auditory+Learning

[Clicking on a heading in this table of contents will go to that area on the page. Clicking on the word "Top" will return to the table of contents.] Listening Resources Keyboarding Writing Resources Poetry Authoring Books Writing for Publication Audio Production Research

//Article on Listening in Education (2008), by Beall, M. L., Gill-Rosier, J. Tate, J. & Matten, A. //
 * Listening Resources **

//The Exploratorium // //Utah Education Network Listening Page// //Interactive Listening Games // //The Internet Archive // //The Story Home// //Storynory// //Online Audio Stories// //Light Up Your Brain// //Lit2Go//

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//Dance Mat Typing// //Sense-Lang // //Super Hyper Spider Typer // //Learn 2Type for Schools//
 * Keyboarding **

Not in book but still available //Find the Letter//

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 **Writing Resources **
 * Global Peer Revision **

//EPals//

//Weebly // //Edublogs // //Tumblr // //<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Verso //<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Now a subscription Comments4Kids
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Writing for Audience Comment **

<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">No longer available //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Blogmeister //

<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Edmodo <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Schoology
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Collaborative Writing **

//TeachersFirst//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;"> OK2Ask®
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Sheri Edwards link **

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//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Poetry Soup //
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Poetry **

//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Instant Poetry Forms //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">No longer available //Poetry Archive// //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Poetry Out Loud // //Open Culture // Lit2Go //<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Library of Congress Web Guide for Poetry Audio Recordings //

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//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Flipsnack Edu // //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Tika Tok // //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">My Story Maker //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;"> Did not come up in March 2018 //Story Jumper// //Bookemon for Educators// //Student Treasures// //Read, Write, Think//
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Authoring Books **

//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">PagePlus Starter Edition //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">software for Windows only //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">RealeWriter // //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">ePubBud //
 * No longer available**

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//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Stone Soup Publication Outlets // //My Hero// //Cyber Kids// //Stone Soup// //Amazing Kids!// //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Figment (called Underlined) // //Launch Pad// //Magic Dragon// //<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Kid Lit //
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Writing for Publication **

//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Writer’s Area // <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Top
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">No longer available **

//<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Audacity // //<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Audacity Tutorial // //Switch Audio Converter// //Format Factory//
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Audio Production **

<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 16px;">Top

Research
//Digital Recorders// Digital recorders were used in one school with third graders to target fluency instruction. Teachers sought to find a way to keep students engaged during repeated readings of passages for fluency testing. Students recorded their first reading in class and then at home recorded the reading five more times. They read the story a final time the next week. Although typical fluency test score gains did not surpass the previous year’s overall, students’ motivation was much higher than in previous years (Booth, Hichens, & Kratcoski, 2007).

//Word processing// Researchers noted as early as 1985, before word processing became popular or easy to use, that using word processing software changed how students wrote (Daiute, 1985). The dynamics change even in the first draft that writers produce. When researchers compare hand-written first drafts and word processed first drafts, they note that computer writers revise as they type, not merely correcting typographical and spelling errors but also changing word choices and sentence structures. On hand-written and typed text, writers continue with the original thoughts rather than erase and later revise on a second or third draft, if they revise at all (Cochran-Smith, 1991; MacArthur, Ferretti, Okolo, & Cavalier, 2001). Because students see word processed text as more fluid and easily changed than hand-written text, it becomes closely connected to thinking and speaking, which are also fluid (Bangert-Drowns, 1993). Word processing blends planning, drafting, and revising – many writers do all three processes simultaneously (Cochran-Smith).

Word processing ranks as one of the easiest forms of technology use to adopt (Ertmer, 2005; Moreno, 1999) and some researchers rate it as a low-level use of technology (Becker, 2001; Ertmer, 2005). However, elementary teachers, secondary English teachers, and some researchers believe that word processing changes the writing process (Becker, 2000; Cochran-Smith, 1991; Leeuwen & Gabriel, 2007; MacDonald & Caverly, 2006). Children who are learning English experiment more when they are using word processors, possibly because of how easy computers make revision (Van Scoter, 2008). Additionally, no matter how keyboarding is taught at the elementary school, when students keyboard text, they make gains in spelling, reading, and vocabulary (Balaithy, 1986; Cochran-Smith, 1991; Kercher & McClurg, 1985).

A three-year study with elementary students in a technology-rich environment showed that by the end of the three years, students had developed more constructivist views toward learning. Their changes included talking among themselves to negotiate understanding, authentic purposes for learning, and construction of knowledge (Levin & Wadmany, 2006).

//Podcasting//

While podcasting achieved significant popularity in universities, where professors could record short summaries of critical information for test reviews, and at museums, where patrons can follow an audio tour of the collection, elementary teachers have found creative ways to use podcasts as well. One fifth grade teacher made podcasts of her students’ writing so that the students could listen to a “stranger’s” reading of their work. Listening to a reader’s interpretation of their work made students aware of when they had not been clear and what they may have omitted (Davis & McGrail, 2009). In another school, in collaboration with a technologist, three classroom teachers devised podcast projects for their students. One was a persuasive advertisement for visiting a state; another a walking tour of local historic sites, and the final a shared project between two classes where one group of students each wrote a poem and recorded it while younger buddies drew illustrations to turn the podcasts into vodcasts (Diott, 2007). In two schools, teachers in special education programs introduced their students to podcasting and multimedia slideshows to build knowledge about science content (McClain, Boyle, Franks, Komoff, & Kratcoski, 2007).

**References** Balajthy, E. (1986) //Microcomputers in reading and language arts//. Englewood Cliffs, NJ: Prentice-Hall.

Bangert-Drowns, R. L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. //Review of Educational Research, 63//(1), 69-93.

Becker, H. (2000). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. //Journal of Research on Computing in Education, 26//(3), 291-321.

Becker, H. (2001). //How are teachers using computers in instruction?// Paper presented at the American Educational Research Association, Seattle, WA.

Booth, R., Hichens, D., & Kratcoski, A. (2007). Using digital recorders to increase reading fluency. //Journal of the Research Center for Educational Technology, 3//(2), 56-57.

Cochran-Smith, M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. //Review of Educational Research, 61//(1), 107-155.

Daiute, C. (1985). //Writing & Computers//. Reading, MA: Addison-Wesley Publishing Company.

Davis, A., & McGrail, E. (2009). “Proof-Revising” with podcasting: Keeping readers in mind as students listen to and rethink their writing. //The Reading Teacher, 62//(6), 533-539. doi:10.1598/RT.62.6.6

Diott, A. M. (2007). A (pod)cast of thousands. //Educational Leadership, 64//(7), 80-82.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? //Educational Technology Research and Development, 53//(4), 25-39.

Kercher, L. & McClurg, P. (1985). Keyboarding issues in elementary education: Some research findings. Paper presented at the //Annual Conference of the National Council of States on Inservice Education//, Denver, CO, November 22-26.

Leeuwen, C. A. v., & Gabriel, M. A. (2007). Beginning to write with word processing: Integrating writing process and technology in a primary classroom. //The Reading Teacher, 60//(5).

Levin, T., & Wadmany, R. (2006). Listening to students' voices on learning with information technologies in a rich technology-based classroom. //Journal of Educational Computing Research, 34//(3), 281-317.

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. //The Elementary School Journal, 101//(3), 273.

MacDonald, L., & Caverly, D. C. (2006). Techtalk: Word processing from adoption to innovation. //Journal of Developmental Education, 30//(2), 36-37.

McClain, K., Boyle, T., Franks, M., Komoff, B., & Kratcoski, A. (2007). Podcasting with kids: Differentiating Instruction digitally. //Journal of the Research Center for Educational Technology, 3//(2), 42-46.

Moreno, J. (1999). //Elementary school teachers' development of pedagogical content knowledge for teaching with computers.// Unpublished Ph.D., Purdue University, United States -- Indiana.

Van Scoter, J. (2008). The potential of IT to foster literacy development in kindergarten. In J. Voogt & G. Knezek (Eds.), //International handbook of information technology in primary and secondary education, Part One, Vol. 20,// (pp.149-161). NY: Springer.