Enhancing Preschool Literacy Skills with Software and Internet Technologies - PowerPoint PPT Presentation

Loading...

PPT – Enhancing Preschool Literacy Skills with Software and Internet Technologies PowerPoint presentation | free to download - id: 3b700f-OTM3O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Enhancing Preschool Literacy Skills with Software and Internet Technologies

Description:

Enhancing Preschool Literacy Skills with Software and Internet Technologies Julie Coiro University of Connecticut jcoiro_at_snet.net Growing up in a digital world ... – PowerPoint PPT presentation

Number of Views:197
Avg rating:3.0/5.0
Slides: 65
Provided by: pbskidsOr
Learn more at: http://pbskids.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Enhancing Preschool Literacy Skills with Software and Internet Technologies


1
Enhancing Preschool Literacy Skills with Software
and Internet Technologies
Julie Coiro University of Connecticut jcoiro_at_snet.
net
2
Growing up in a digital world
3
while learning how to participate and contribute
in literate ways.
4
The Current Climate
  • In 2003, 67 of children in nursery school and
    80 in kindergarten used the computer
  • Also, 1/4 (23) of children in nursery school and
    1/3 (32) in kindergarten used the Internet
  • By high school, nearly all students (97) used
    computers, and a majority (80) used the
    Internet.
  • -- (NCES, 2005)

5
The Current Climate
  • "Computers open new and unforeseen avenues for
    learning (Douglas Clements, 2001)
  • Computers are redefining how we interact with
    others and how we gain knowledge about the world
    around usand they are increasingly important in
    our daily lives. (Mark Ginsburg, Executive
    Director, NAEYC, 2001).

6
The Current Climate
  • Global calls are being made for ICT to be
    understood as a multifunctional tool for Early
    Learning that is used to introduce and support,
    but not replace, real life experiences and
    physical activities (IBM Kidsmart, 2004).

7
The Current Research Climate
  • There are many opinions but few recent facts
    about the impact of technology use on
    preschoolers (Skeele Stefankiewicz, 2002).
  • In an effort to review, replicate, and extend
    National Reading Panel Subcommittee Report on
    Technology, we found only 10 studies from
    1986-2002 involving preschoolers and literacy
    that met even our extended criteria. The real
    potential depended upon the teachers ability to
    make appropriate decisions about design, social
    interaction, and individual differences (Coiro et
    al., 2003).

8
The Current Research Climate
  • Systematic, empirically grounded research that
    focuses on new technologies and early literacy,
    particularly outside the United States, is
    extremely limited (Lankshear Knobel, 2003).
  • Research to determine the long-term effects of
    computer use on young children is desperately
    needed (Future of Children, David Lucille
    Packard Foundation, 2001).

9
What do we know from research?
  • What is developmentally appropriate for
    preschoolers?
  • What are the benefits of preschool technology
    use?
  • How do these benefits map onto early language and
    literacy development?
  • How might the Internet impact early language and
    literacy learning in a preschool classroom?
  • Where should research be headed next?

10
  • 1 What are developmentally appropriate
    literacy practices for preschoolers?

11
Five areas of childrens development
  • Physical well-being fine/gross motor skills
  • Social and emotional development
  • Motivation and engagement
  • Language development
  • General knowledge and cognition
  • -- National Education Goals Panel

12
Young children learn through
  • Play and exploration
  • Social interaction with adults and other
    children
  • A need to know
  • -- Northwest Educational
  • Technology Consortium (2003)

13
Technology in childrens play should enable
children to
  • Discharge or restore personal energy while
    engaged in something interesting
  • Act out and explore roles and rules for adults
  • Gain a sense of control
  • Experience new learning in a relaxed atmosphere
  • Develop sense of self and relations to others
    through group work, collaboration, and
    competition
  • Explore abstract or symbolic meanings
  • -- Verenikina, Harris, Lysaght (2003)
    Play, technology, and childrens
    development

14
Emergent Literacy Learning
  • Emergent Literacy isthe belief that
    preschoolers must observe and be engaged in
    literacy-related activities in which reading and
    writing is used to accomplish real goals
  • Scribbling and invented spelling real
    reading
  • --- Teale Sulzby, 1989

15
Reading and Writing
  • Listening to stories
  • Playing rhyming games
  • Matching letters
  • Exploring print and its messages
  • Actively constructing their learning
  • -- International Reading Association (IRA)
    and the National Association for the
    Education of Young Children (NAEYC),
    1998

16
Good literacy instruction provides opportunities
for ...
  • Creatively responding to texts or topics
  • Practice reinforcement with important skills
  • Referencing multimedia sources of information
  • Applying literacy in authentic environments
  • Exploring new forms and purposes for reading and
    writing

Good computer technologies should provide these
too!
17
  • 2 What are the benefits of preschool
    technology use?
  • 3 How do these map onto early language
    and literacy development?

18
Preschool Literacy Needs
  • Oral language development
  • Concepts of print and phonological awareness
  • Vocabulary and background knowledge
  • Exploration and play
  • Logic, Critical Thinking, and Problem Solving
  • Social Interaction with Others
  • Connecting Reading and Writing

19
Impact of computer use on oral language
development
  • Computers can serve as catalysts for social
    interaction, cooperation and conversations
    related to childrens work (Clements, Nastasi,
    Swaminathan, 1993 Nastasi, 1993).
  • Computer play encourages longer, more complex
    speech and the development of fluency (Davidson
    Wright, 1994).
  • Children tend to narrate what they are doing as
    they draw pictures or more objects and characters
    on the screen (Bredekamp Rosegrant, 1994).
  • Computer use fosters greater language production
    (increased number of spoken words a minute),
    number of foreign language words learned, and
    amount of communication to teach other students
    (Pierce, 1994).

20
Oral Language Development
Play with nursery rhymes and songs Good modeled
reading aloud for enjoyment
Leap Into Nursery Rhymes (Leap into Learning)
Options to record your own voice and play back
21
Exploring the connections between oral language
and print
Encourage book conversations, dramatic play, and
personal responses (paired with drawing, taking
pictures, singing, and storytelling)
Options to record your own voice and play back
22
Oral Language and Creative Responding
KID PIX STUDIO (painting and animation tools,
slide show maker, text tools, stamps)
Research shows that Children talk, draw and
write more with a partner and open-ended
software.
23
Concepts of Print and Phonological Awareness
  • Opportunity to explore print in many forms and
    begin to notice functions and patterns when
    interacting with print
  • Awareness of title, author, direction, print
    tells story, individual words and letters
  • Explore auditory skill awareness of words,
    rhymes, syllables, and individual letter sounds.

24
Impact of preschool computer use on concepts of
print, phonological awareness, and phonics
  • Research in this area is not as rich or current
    and many studies show no difference compared to
    control group or suggest that teachers make the
    difference rather than one program or another
    (Coiro et al., 2003).
  • Specific reading skills, particularly school
    language and rhyming, can be taught using drill
    and practice software (Gore, Morris, Mass,
    Anderson, 1989).
  • Computer use positively impacted early literacy
    skills such as letter naming, beginning word
    recognition, and interpreting symbols, letters,
    and words (Pierce, 1994).

25
Impact of preschool computer use on concepts of
print, phonological awareness, and phonics
  • Preschoolers in Holland increased blending skills
    and carried over their skills to foster decoding
    proficiency in Grade 1 (Reitsma Wesseling,
    1998).
  • Autistic preschoolers in the U.S. increased time
    on task and ability to read and match words
    compared to those in control group (Williams,
    Writing, Callaghan, Coughlan, 2002).
  • Special education preschoolers in Israel
    increased skills in phonological awareness,
    letter naming, and word recognition (Mioduser,
    Tur-Kaspa, Leitner, 2000).

26
Concepts of Print and Phonological Awareness
Level 2 Hearing syllables
LEAP INTO NURSERY RHYMES by Leap Into Learning
Level 3 Hearing sounds
27
Concepts of Print
Living Books, Little Monster Goes to School, by
Broderbund
28
Concepts of Print and Phonological Awareness
BAILEYS BOOK HOUSE by Edmark
29
Impact of computer use on preschoolers
vocabulary and background knowledge
  • Another area with less amount of work done -
    possibly due to other priorities.
  • 3 and 4 year olds who used computers with
    supporting activities had significantly greater
    gains in intelligence, verbal skills, structural
    knowledge, long-term memory, and conceptual
    skills (Haughland, 1992).

30
Vocabulary and Background Knowledge
LETS EXPLORE THE JUNGLE by Humongous
Entertainment
31
Vocabulary and Background Knowledge
Lets Explore The Jungle, by Humongous
Entertainment
32
Vocabulary and Background Knowledge
Lets Explore The Jungle, by Humongous
Entertainment
33
Vocabulary and Background Knowledge
TRAVEL THE WORLD WITH TIMMY, DELUXE by Edmark
34
Impact of preschool computer use on exploration
and play
  • Computers provide a private place for children to
    practice without fear of public failure
    (Bredekamp Rosegrant, 1994).
  • Computers allow young children to represent,
    manipulate, and act on variables not possible in
    the physical world (Clements, 1998 Seng, 1998).
  • Computers provide a different source of
    multisensory / multimedia experiences that can
    enhance, extend, and augment a childs learning
    experience (Thovenelle Bewick, 2003).
  • The teachers role is to create an environment
    that fosters awareness and exploration and then
    support as appropriate (Davidson Wright, 1994).

35
Tools for authentic exploration of pictures,
letters, words and sounds
STANLEYS STORY STICKERS by Edmark Also THEME
WEAVERS for Animals by Edmark
36
Exploring and responding with personal creativity
tools
KID PIX STUDIO
37
Logic, Critical Thinking and Problem Solving
  • Opportunities to solve problems in authentic
    contexts that are safe, supportive, and
    challenging.
  • Explore environments with little or no text to
    practice and build other strategies.

I Spy, Jr.
Pajama Sam
Maze Madness
38
Impact of Computer Use on Logic, Critical
Thinking, and Problem Solving
  • Technology offers multiple ways to solve a
    problem and multiple paths to a goal (Clements,
    1999).
  • Computer use helped children to
  • move from concrete to symbolic representational
    thought (Pierce, 1994)
  • to show more sophistication in classification and
    logical thinking (Clements Nastasi, 1993) and
  • Improve their spatial problem solving, logical
    problem solving, concentration, and memory
    (Haughland, 1992).

39
Logic, Critical Thinking, and Problem Solving
I SPY Jr. by Scholastic New Media Form new
lists, sort pictures
40
Logic, Critical Thinking and Problem Solving
Putt-Putt, Pajama Sam and Freddi Fish by
Humongous Entertainment
41
Logic, Critical Thinking and Problem Solving
Freddi Fish Maze Madness by Humongous
Entertainment Create your own mazes and then
play in them!
42
Logic, Critical Thinking and Problem Solving
Logical Journey of the Zoombinis by
Broderbund logic and pattern recognition
43
Logic, Critical Thinking and Problem Solving
Thinkin Things I, II, and III by
Edmark patterns in music, art, and space
44
Impact of Preschool Computer Use on Social
Interaction
  • Computers contribute to social development
    (NAEYC, 1996) as children share leadership roles
    and initiate interactions more frequently
    (Clements, 1994 Haughland Wright, 1997)
  • Compared to more traditional activities, such as
    puzzle assembly or block building, the computer
    elicits more social interaction and different
    types of interaction (Clements, Nastasi,
    Swaminathan, 1993).

45
Impact of Preschool Computer Use on Social
Interaction
  • Computers are more effective when used in
    classrooms and connected to authentic daily
    learning activities compared to computer lab
    (Davis Shade, 1999).
  • A well-designed computer center can promote
    almost as much social interaction as dramatic
    play and for some children it offers a unique
    medium that taps their ability to creatively
    collaborate with their peers (Anderson, Hilton,
    Wouden-Miller, in press)
  • For many children, the computer is a catalyst for
    information sharing, language development, and
    decision making (Wright, 1994 Sarama Clements,
    2001 Fischer Gillespie, 2003).

46
Interacting With Others
Lets Explore the Jungle
Pajama Sam Putt-Putt
47
Social interaction with peers and multi-age
groups
48
Impact of Preschool Computer Use on Connecting
Reading and Writing
  • Word processing encourages writing and motivation
    to improve writing skills (Clements Nastasi,
    1993).
  • A word processor provides scaffolding (Clements
    Nastasi, 1993) allows children to compose and
    revise text without being distracted by the fine
    motor aspects of letter formation (Davis Shade,
    1994)

49
Connecting Reading and Writing
  • Respect that some children consider drawings to
    be actual writing others will respond with a
    clear message or story
  • Practice writing with real, authentic and
    age-appropriate print-related experiences
  • Need time to observe, explore and experiment with
    writing)

Kid Works Deluxe
Kid Pix Studio
Digital Cameras
50
Connecting Reading and Writing
KID WORKS DELUXE (text to speech, book maker,
painting tools, text tools, stamps)
51
Connecting Reading and Writing
KID PIX STUDIO Create patterns, label with
beginning letters, or write a sentence.
52
Using Digital Cameras to Connect Reading and
Writing
53
Other Handy Tools
Scanner
Kiddy Mouse
Color printer
Trackball? Childrens keyboard?
Drawing Tablet
Alphasmart 3000
54
  • 4 How might the Internet impact early language
    and literacy learning in a preschool classroom?

55
Explore new Internet literacies What is a
hyperlink?
Click on D
Read a daffodil rhyme
Make a Fathers Day card
Color-by-number daisies
Http//www.enchantedlearning.com
56
Explore new Internet literacies Interactivity
Concentration Games
Online puzzles
Hear new sounds
Read-Aloud Stories
See a movie
Individualized guidance
57
Internet Workshop Activities
Design and send an e-card to a relative
Import a digital photo and play on online puzzle
with it
Draw a question from the Internet Inquiry Basket
www.jigzone.com
58
Join an Internet Project
We Know Why Alexander Wanted to Move to
Australia!!!
Alexs Scribbles Internet Writing Click here
59
So where do we go from here??
60
Expanding programs of research Preschoolers and
ICT
  • IBM Kidsmart Early Learning Program
  • (1998-current) 117 settings, 7 countries
  • France, Germany, Italy, Portugal, Spain, UK, and
    U.S.
  • As long as there is appropriate software,
    teachers with a positive attitude, an environment
    which facilitates social interaction,
    accessibility, and equal opportunity, computers
    can have a positive impact on the learning
    environment in an early childhood centre.

61
Expanding programs of research Preschoolers and
ICT
  • Children of the New Millennium Project (Susan
    Hill, 2004) focuses on new and print-based
    literacies. The curriculum is inquiry based,
    child-initiated, social, collaborative, and
    connected between home and school.
  • The learning in these projects comes from
    questions, puzzles, or the interests of young
    children.Teachers were bowled over by what they
    found about preschool childrens new learning
    with the Internet.

62
Expanding programs of research Preschoolers and
ICT
  • Young Children and Learning Technologies
    International Federation for Information
    Processing Working Group 3.5 Open Conference.
    Sydney, Australia, July 2003 (Wright, McDougall,
    Nurnane, Lowe)
  • Over 40 research projects with preschool children
    and their teachers as they explore new
    information and communication technologies (ICT).
  • http//crpit.com/Vol34.html

63
Expanding programs of research Preschoolers and
ICT
  • Early Years ICT in Scotland (2003)
  • They note the scarcity of quality research
    findings and their work generated many more
    questions than answers -- There are generalized
    claims about the positive impact of ICT without
    any evidence of measured impact being offered.
  • The impact of preschool use of ICT depends on how
    teachers use ICT and interact with children to
    maximize the opportunities available.

64
Research Into Practice
  • Please refer to your handouts for ideas about
  • Research highlights and references
  • Matching software to preschool literacy needs
  • NETS PreK-2 Technology Performance Indicators
  • Ten tips for previewing educational software
  • Ideas for using digital photographs in the
    classroom
  • Thematic applications of Kid Pix Drawing Tools
  • Classroom Management Ideas
  • Internet Project, Internet Inquiry, and Internet
    Resources
  • Thank you! Julie Coiro (jcoiro_at_snet.net)
About PowerShow.com