Professional Development Sessions to Support Literacy Learning

Research to Support Literacy Learning
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Research to Support Literacy Learning Evaluating a Technology Tool or Program to Support Literacy Achievement One of the learning objectives for the professional development session of evaluating a technology tool or program to support literacy is that the educator will able to assess the efficacy of adopted educational tools or programs in assisting struggling students achieve the literacy objective. Another learning objective is that educators can make informed decisions on the most appropriate educational technology for closing the literacy achievement gaps in the classroom. The development and use of technology in the classroom significantly promote literacy for learners across different levels of study. Such technology is commonly referred to as educational technology. It often features the software, hardware, mobile applications, internet, and other operational activities associated with running and using the technology tool for learning purposes (Randel, 2020). Hence, it is important for educators to learn and understand how to use different educational technology tools or programs to promote literacy achievement in their classrooms. Achieving such an objective calls for developing the ability to assess and evaluate the outlined elements of education technology and how to utilize them in assisting learners to achieve the learning objectives in literacy. Using " i-Ready " to promote the learners’ reading and mathematical abilities makes for an excellent application of technology in education to support literacy achievement. It is an online personalized instruction program that promotes literacy among struggling learners, emphasizing their reading and mathematical abilities (Randel, 2020). The educational technology tool plays a significant role in promoting reading literacy among striving learners. However, achieving the desired learning objectives demands an effective implementation strategy characterized by adequate training of educators in reading the acquired data from the technology tool and articulating the data to parents and students. Accurate analysis and articulation of the data collected from the educational technology tool allow educators to foster effective teacher-parent collaborative efforts in promoting literacy achievement among striving learners. However, it is important to reiterate that the program should promote the learners' access to supplemental material and not replace the curriculum or teacher-led instructional classroom approach in teaching. According to Randel (2020), “i-Ready” offers an excellent platform for bridging the literacy achievement gap among minority groups. A report by Randel and his colleagues found that educational technology had a greater impact on reading achievement of Hispanic striving learners than thriving learners from other ethnicities (Randel, 2020). Thus educators can use educational technology to bridge the literacy achievement gaps for striving students in a classroom. Educators can also use the educational technology to promote the learners’ social-emotional development, thus forming the basis for the development of positive social behavior. Collaborating on Formative Assessments The learning objectives from the professional development session of Collaborating on Formative Assessment for educators include ensuring that educators can develop effective strategies for involving learners in the development of formative assessments. Another key learning objective from the session is that educators will be able to understand the meaning of formative assessments for effective application in promoting literacy among learners in the classroom (Heritage, 2011). Formative assessment is a continuous evaluation and monitoring of learners’ literacy while the teaching and learning process is ongoing. The continuous assessment of learners allows instructors to gain feedback on the student’s learning abilities while teaching is ongoing. Thus, making it possible for the educator to modify their teaching approach to achieve the desired learning outcomes. The teacher and the learners have a role to play in the collaborative formative assessment, with the former setting clear learning objectives for each class lesson emphasizing what students will learn and not what they will do as learning progresses. Learners have to develop and showcase a clear understanding of their learning objectives, against which they will be able to conduct self-assessments while learning is ongoing. The collaborative formative assessment thrives on the consistent application characterized by the unfailing commitment of the learners and the educators. Hence, collaborating on formative assessments allows continuous monitoring of the learner’s literacy, upon which effective interventional measures can be adopted to address the identified learning challenges. Effective application of collaborative formative assessment in promoting learners’ literacy demands adequate familiarization with the essential tool through a commitment and dedication to learn how to implement it on striving learners to achieve the desired learning outcome. The assessment tool should also be used within the curriculum and not as a substitute. Hence, educators should establish whether or not integrating the existing teaching programs would facilitate collaboration on formative assessments between the learners and educators. For instance, an institution using the Emotional Assistance Program (EA/STAY) is an excellen...