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November 1, 2002
A Hero for Today - E-Wally!
Engaging Families and the Community in Reading / Technology Integration
By Judy Shasek
In the fall of 1999 an Annenberg grant obtained by author / teacher Judy Shasek provided $267,000 per year for a three year period. The goal of the grant: to integrate technology into the curriculum, to increase reading and writing scores, and to engage families and the community in the learning process. The principals and staff of eight schools, serving a very challenged K-12 population, endorsed the grant. More than 60% of the students were on free or reduced lunch and students came from many countries (52, to be exact) and spoke dozens of languages and dialects. Student mobility was more than 50% each year. Over-crowded conditions made it very difficult for teachers to meet the varied and diverse needs of the students.
Engaging families and the communities was an important component of the project. Technology training would be provided to teachers outside of the classroom for just one day and in the classroom, with additional teacher assistance (using specially trained teacher aides) for at least eight days. The main concern was to provide solutions for teachers without demanding additional challenges to their time-crunched schedules.
In practice, the day-to-day challenges and busy schedules of the teachers and preparation for standardized testing created a roadblock for carrying out the grant activities. More often than not, when training sessions were scheduled the teachers (or their principals) decided that they were too busy to participate. As a result, the trainings still took place but the audience was students from grades 3-12. Over time, the students integrated technology into their learning and created valuable products that enhanced their learning and showcased their unique aptitudes and learning styles.
The surprising expertise and leadership of many children who had been identified as students with learning disabilities or behavior disabilities was exciting. Much of it occurred by allowing peer mentoring and teaching through the students' areas of expertise.
This group of schools traditionally had less than a 10% rate of family participation. But through the family night events that students proudly initiated the attendance rate by families jumped to 90%. Something powerful had taken place. The students were both comfortable and expert at working within the Internet world. Through a series of conversations, the authors of E-Wally and the Quest realized the need for a fiction story. This story could not be ordinary. It had to be a classic myth, with enough tradition, meaning and substance to make sense in the fast-paced technology culture that impacts us all daily. They created a book that addressed the learning and societal needs generated by these changes. Suddenly the kids were experts in a powerful world. How could the wisdom and guidance of adults be added to this expertise in order to keep them safe and responsible in their technology habits?
Adding a no-cost and advertising-free website with dozens of standards-based activities for varied learning styles expanded the power of the book. It encouraged inter-generational communication and understanding. While sharing the book with teachers and students across the country, a unique program for engaging families and communities in the learning process was born.
As families "cocoon" and use technology for learning and entertainment more than ever, it is important that children are both savvy and responsible in its use. Imagine thousands of young people and their families eagerly learning while online. Imagine families reading together while joining the mythical adventures of cyber-hero E-Wally! This article will provide an easily replicable plan that will allow any classroom to enjoy the benefits of the "Surf Into Reading."
What is "Surf Into Reading?"
It is a community-wide project, taking place in Bend, Oregon. It is a large-scale pilot project that asks civic and business groups to donate books to schools, to Boys' and Girls' Clubs, to recreation programs, and more. In turn, teachers receive training from the author, at no cost, on integrating reading and technology. Students do the online activities in class, after school, with Email mentors, and at home, while reading E-Wally and the Quest. The network of teachers, students, families and community members engaged in "Surf Into Reading" grew one group at a time. Enthusiasm and results that met the objectives of each group fueled ever more participation.
The purpose of this article is not to invite teachers to create a community-wide project. The goal is to distill the essence of that project's success into a small and easily replicated model for the classroom teacher. The author donated hundreds of hours to "Surf Into Reading" in order to create a large momentum fueled by engaged learners of all ages. Again and again the success stories were analyzed. Comments by participants were weighed.
Some basic elements coming to light were:
- Reading scores need to be improved;
- Activities that meet the needs of students with varied learning styles can invite them to the reading process through success in activities that showcase unique aptitudes;
- Teachers don't have time to design and invent a wide variety of activities for all learning styles;
- Teachers want to effectively integrate technology into the curriculum;
- Teachers don't have adequate time for technology training, or the practice and implementation of new skills;
- Families are concerned about the amount of time children spend on the Internet;
- Families are concerned about instilling responsible and safe Internet habits in their children;
- Community members expect schools to provide students with skills that will insure workplace success, including reading, writing, communicating, technology expertise, time management, self-directed learning and project management;
- Community members desire to help and support the education process but are often constrained by time, opportunity and awareness of how to help;
- Students thrive when allowed to make choices about their learning and direct their learning process;
- Students can gain mentoring skills and provide support for teachers integrating technology into the curriculum; and
- A program that meets the needs of the greater community will be enthusiastically embraced.
What happened in Bend, Oregon?
A group of classroom teachers agreed to use E-Wally and the Quest and its website as the base for a reading and technology integration program in grades 3, 4, and 5. Boys' and Girls' Clubs and recreation groups scheduled to use the program during the summer. At local book stores and libraries the author hosted activities and reading events. The local Rotary and Kiwanis clubs learned how their participation in the program, both as mentors and by donating books to youth, fulfilled the key goals of their respective organizations. One by one people opened their network to "Surf Into Reading." Newspapers and magazines printed articles. Local television shows interviewed the author and spread the word. Events for children, families, literature, the arts; even a skateboard park, supported "Surf Into Reading."
Teachers shared their dreams for grants, and we supported their dreams by working to write grants together. A community that reads together is unique and powerful. More children read for leisure, and then turned their technology expertise into expanded practice and learning. Families communicated more about reading and the Internet.
How can you replicate this program in your classroom?
To begin, explore www.e-wally.org by reading the overview on the teacher page. Allow a group of 2-3 student "change-agents," those powerful little self-motivating, crowd leading students, to explore the student section. Invite a parent volunteer or two to explore the parent section. Allow some time for the participants to read at least part of the book. Get together and look at a few favorite online activities. Discuss the character. Talk about how this program might be used on your classroom.
How can you obtain books if there is no money in the budget?
On October 27, Kiwanis International will sponsor "Read Around the World Day." This event encourages local clubs to participate in increasing reading and reading with students that day. Because children can log on and do the activities together even if they are in widespread geographic locations, it suits the global mission of Kiwanis. A local club would likely want to donate books to your class. A similar commitment to literacy among Rotary International clubs makes it easy to obtain book donations from them as well. By making the online e-mail mentoring program known to them, they can volunteer time as well as books.
Don't discount your local RSVP volunteers or grandparents. Even if the grandparents of your students live far away they can participate fully. They are often eager to buy one book for their own use and one for their mentee or grandchild. See the Grandparent Mentoring Guide. Parents who have e-mail at work might be permitted by their employee to participate in this technology and reading initiative right from their desk. They can support your efforts by buying two books, sharing with their child and using the grandparents' mentoring guide.
I don't have time to work with small groups; my days are full already.
This program is a unique opportunity to allow your students to lead the learning. You can read the book as a group, individually, or as a mix of those two options. After discussing it with reader's guide, you might allow two or three students to go online and each select an activity they would like to do. They may select from the entire menu or from a shorter list you have prepared. Once the student completes the activity and produces an end-product that meets your rubric for good work, he or she may then guide a peer through the activity. Peer-to-peer mentoring is a powerful tool. By having the student create a quality end-product, a rubric for further quality is set. They are guided to expect the same good quality from their mentor. The goal is for each mentee to eventually become versed enough at an activity to then mentor a peer. This saves you time and expands the opportunity for reading ad technology integrated activities that meet varied learning styles to be carried out in the classroom.
How does this increase family involvement?
Over time your students will want to share their projects and their excitement about E-Wally with their parents. They can be the ones to plan the date, time and format of a Family Night to showcase their work. Some students may want to read orally or do a puppet show of a scene. Others may want to show their website, a checker game or teach parents how to attach a drawing onto an e-mail. Let them design the activity stations and organize a rotation schedule. Much learning is accomplished by allowing the students to carry out these tasks. They will create the invitations and be in charge of creating the RSVP list. They are also the ones to decide how they will remind their families of the date and tie of the event. They will write the press release for the event. When students have choices and decision-making powers for an activity, their engagement and commitment to that project is powerful.
Email: Judy Shasek
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