Using Technology to Promote Literacy and Learning in the Classroom

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Using Technology to Promote Literacy and Learning
in the Classroom

• 2009 ACEI Annual Conference Exhibition
• Brandi Sobeski
• Slippery Rock University of PA

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• Think back to twenty years ago. Did you have a
  cell phone, MP3 player, or GPS system? Did you
  know how to use a fax machine or computer, or
  understand the term surfing the net? Most of
  us did not. However, over the last several
  decades, technology has become an important and
  necessary part of our everyday lives.

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• Children need to be involved with technology at
  an early age however, this does not mean just
  knowing how to play video games. Children need
  to learn and have experiences with technology in
  the classroom in order to maximize learning, as
  well as to keep up with a constantly advancing
  technological society.

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Main Thrust

• Educators will understand how various forms of
  technology can be used in the classroom to
  promote literacy and learning across the
  curriculum.

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Reflect

• How is technology incorporated across the
  curriculum in your classroom/school?
• What types of technology are used in your
  classroom/school?
• Do you feel knowledgeable and comfortable when
  using technology in the school setting?

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Technology and Literacy

• Integrating technology with learning early in
  childrens literacy development enables students
  to develop a sense of how it can be used for
  learning, discovering, and communicating.
• (Strickland and Morrow p.169)

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Teachers Technology

• Develop your own skills and confidence in using
  the software so that you know what you want to
  accomplish and can answer student questions
  confidently.
• Once you are comfortable with the software, model
  ways in which children can use different parts of
  the program to get maximum use of its features.
• Make sure students are able to control parts of
  the computer (mouse, speakers, headphones, etc.)
• Create rules and a computer schedule to assist
  with equal and appropriate use.
• Provide time for discussion of the software so
  that students can articulate what they are
  experiencing.

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Case Study

• The purpose of this study was to further explore
  the relationship between student writers and
  their use of word processors, compared to paper
  and pencil.
• The research was performed at a school located in
  rural eastern Canada with a first grade classroom
  of 13 students.
• Data was gathered from students and teacher
  through observations, conversations, interviews,
  and writing samples.

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Case Study

• Students used computers for writing in their
  classroom and the schools computer lab.
• Observations proved students had positive and
  focused attitudes toward writing, but preferred
  using the computer as a tool for writing over
  paper and pencil.

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Case Study Findings

• Student Behavior
• When handwriting a paper, students used various
  pre-writing strategies in order to prepare for
  their first draft, such as rereading a book or
  thinking of a personal experience to write about.
  When using a word processor, students took less
  time preparing in order to begin typing, but then
  spent more time rereading small sections of text
  to see if they pressed the correct keys.

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Case Study Findings

• Student Performance
• Student writing samples were of similar quality ,
  but different in length depending on the writing
  tools used.
• Samples composed with paper and pencil tended to
  be longer than those composed on the computer.

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Conclusion

• It can be concluded from this research that the
  students creativity and ideas were not developed
  as effectively with a word processor as with
  paper and pencil.
• Even though it is important for children to be
  exposed to technology on a regular basis, it
  should not take the place of traditional
  handwritten work.

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Types of Technology

• Computers
• Can be used for instructional purposes, student
  activities, and teacher record keeping.
• Provides opportunity for students to become
  familiar with the parts of the computer
  (keyboard, mouse, etc.) and how to use it.
• This website provides tips for computer
  arrangements in your classroom
• http//teacher.scholastic.com/professional/teacht
  ech/techsetup.htm
• If possible in your school, use of a wireless
  internet network minimizes the amount of cables
  and is more aesthetically pleasing.

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Types of Technology

• ELMO
• This device allows objects, documents, and book
  pages to be clearly projected onto a large or
  small screen.
• For more information on the ELMO and to view a
  demo, click on the link below
• http//www.elmousa.com/newproducts.php

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Types of Technology

• Smart Products
• This family of products creates an engaging,
  interactive classroom where students take part in
  collaborative learning with innovative
  technology.
• Products include interactive pen display,
  interactive response system, wireless slates,
  interactive whiteboard, interactive table,
  software programs.
• For more information about these products and
  more, click on the link below
• http//www2.smarttech.com/st/en-US/Products/

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Software for Skill Development

• Well-designed software for skill development is
  characterized by features, such as
• Immediacy and predictability of visual and
  auditory cues child does not have to wait for
  reinforcement or response from teacher
• Focused individual feedback the child does not
  have to wait in a group to take a turn
• Opportunity for multiple repetitions provides
  practice to achieve mastery of specific skills
• Development of concepts through visual, auditory
  and kinesthetic modalities children with
  different learning styles can respond in a
  variety of modes

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Recommended Software for Skill Development

• Read, Write, Type!
• (The Learning Company)
• www.smartkidssoftware.com/ndlec39.htm
• A comprehensive program for building phonics
  skills that is particularly effective for
  children who learn best through tactile or
  kinesthetic modes. As students progress through
  the 10 levels of the program, they identify the
  appropriate sounds and select the corresponding
  letters by typing their responses to program
  prompts, rather than merely clicking the mouse.

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Software for Reading Development - Electronic
Book Titles

• The Art Lesson
• by Tomie dePaola
• (MECC)
• Contains storybook, 14 art activities, and video
  interviews with Tomie dePaola about his life
  today and his work as an author and illustrator
• www.amazon.com

• Arthurs Teacher Trouble
• by Marc Brown
• (Broderbund)
• 24 screen pages of the story book with
  illustrations and text read aloud
• Student can interact with story clicking on a
  word results in its pronunciation, clicking on a
  feature of the illustration results in some type
  of animation
• www.cdaccess.com/html/shared/arthrutt.htm

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More Electronic Book Titles

• The Cat in the Hat Computer Software. (1997).
  Cambridge, MA Broderbund/The Learning Company.
• Cinderella Computer Software. (1998). Trophy
  Club, TX Mimosa Technology.
• The Three Little Pigs Computer Software.
  (1998). Trophy Club, TX Mimosa Technology.
• Goldilocks and the Three Bears Computer
  Software. (1998). Trophy Club, TX Mimosa
  Technology.
• Young Abraham Lincoln Log-Cabin President
  Computer Software. (1996). Mahwah, NJ
  Troll.
• Young Jackie Robinson Baseball Hero Computer
  Software. (1996). Mahwah, NJ Troll.

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Software for Writing Development

• Positive features of electronic writing
• Combination of drawing and text enables
  students to work with multiple drawing tools and
  text at the same time. A wide variety of
  graphics can inspire students to generate
  additional ideas and write about them.
• Support of student-generated text through
  text-to-speech capabilities most programs now
  include a feature that enables students to hear
  their text read back to them, reinforcing the
  meaning they are striving to communicate.

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Recommended Writing Software

• Storybook Weaver Deluxe
• (MECC/The Learning Company, 1996)
• www.kidsclick.com/descrip/sbw_deluxe.
  htm
• A program that supports childrens imaginations
  and storytelling. A rich array of graphics and
  backgrounds invites story writing in a variety of
  subject areas, from castles and dragons to city
  neighborhoods and sports. Text appears at the
  bottom of each page, following the journal paper
  model often used in the primary grades. The same
  CD-ROM offers a complete version of the program
  in Spanish, including a dictionary and
  text-to-speech feature.

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Helpful Websites

• This website provides links to online reading for
  children, including some interactive stories
• http//eduscapes.com/tap/topic93.htm1
• This website provides teachers with ideas,
  including lesson plans and teaching strategies
• http//www2.scholastic.com/browse/home.jsp
• This website provides reviews of educational
  software
• http//www.superkids.com/

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Student-Centered Websites

• This website provides information, activities and
  games focusing on science topics (appropriate for
  elementary grades) http//www.kidsknowit.com/
• This website provides activities, games and music
  for early learners
• http//pbskids.org/
• This website provides opportunities for reading,
  as well as seasonal activities and games
  (appropriate for PreK 2)
• http//www.starfall.com/

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Bibliography

• Strickland, D.S., Morrow, L.M. (2000)
  Beginning Reading and Writing. New York
  Teachers College Press.
• Van Leeuwen, C.A., Gabriel, M.A. (2007).
  Beginning to Write with Word Processing
  Integrating Writing Process and Technology in a
  Primary Classroom. The Reading Teacher, 60,
  420-429.
• http//www.elmousa.com/newproducts.php
• http//www2.smarttech.com/st/en-US/Products/