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Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and Morningstar, 1968). The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate (U.S. Department of Education, 1994). The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted (see Education Policy Network, 1997). Several groups have reviewed the literature on technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately (e.g., Cognition and Technology Group at Vanderbilt, 1996; President’s Committee of Advisors on Science and Technology, 1997; Dede, 1998)

* Supplemental education. Whether it’s being in a kid social network that helps them learn about hermit crabs, or wanting to spell "Cincinnati" correctly, our kids are supplementing their education at home or at school. * Digital literacy. Whether it’s learning how to upload an image to a website, or learning what constitutes cyberbullying and how not to be a bully, your child, in the right kids’ social network will learn critical digital literacy skills. * Social skills. We may lament that interaction is less face-to-face, but that is the reality. It’s ever more important that your child develop the age-appropriate interactive skills they need while receiving positive reinforcement. * Validation and acceptance. There’s nothing more encouraging to a child when they receive recognition in a community for their contribution. Not only does social media participation provide this opportunity, but it also provides them the opportunity to meet other kids who share the same interests.

Media literacy encourages young people to question, evaluate, understand and appreciate their multimedia culture. It teaches them to become active, engaged media consumers and users.Media education brings the world into the classroom, giving immediacy and relevance to traditional subjects such as History, English, Health, Civics and the Creative Arts. It serves as a perfect bridge for subject integration and interdisciplinary studies.Media education embodies and furthers current pedagogy, which emphasizes student-centred learning, the recognition of multiple intelligences, and the analysis and management – rather than just the simple storing – of information.Media education is grounded in the sound pedagogical approach of starting learning where kids are at. The media – music, comics, television, video games, the Internet and even ads – are a part of life that all kids enjoy. Media create a shared environment and are, therefore, catalysts for learning.Media education encourages young people to use multimedia tools creatively, a strategy that contributes to "understanding by doing" and prepares them for a workforce that increasingly demands the use of sophisticated forms of communication.

In a society concerned about growing youth apathy to the political process, media education engages young people in “real-world” issues. It helps young people to see themselves as active citizens and potential contributors to public debate.In a diverse and pluralistic society, the study of media helps youth understand how media portrayals can influence how we view different groups in society: it deepens young people’s understanding of diversity, identity and difference.Media literacy helps young people's personal growth and social development by exploring the connections between popular culture – music, fashion, television programming, movies and advertising – and their attitudes, lifestyle choices and self-image.Media literacy helps children critique media representation, teaching them to distinguish between reality and fantasy as they compare media violence and real-life violence, media heroes and real-life heroes, and media role models and real-life roles and expectations.With most Canadian students turning first to the Internet for research, media education is an essential component of Information Communications Technology education, assisting young people in developing critical thinking skills and strategies for optimizing searches, evaluating and authenticating information and examining issues of plagiarism and copyright.

The objective has to be learning, not just getting the technology out there,” said Muir. “We are paying attention to app selection and focused on continuous improvement — we aren’t just handing equipment to teachers.”

The study randomly assigned half of the 16 kindergarten classes in the district iPads to use for 9 weeks. Each of the 266 students, were tested before and after the iPad introduction. According to the results, every class that had iPads outperformed the non-iPad classrooms in every literacy measure.

Children who are fluent at text messaging have better literacy skills than youngsters who do not use mobile phones, it was claimed today.Scientists discovered that rather than destroying their use of English, texting improves children's ability to recognise rhymes and speech patterns.The findings fly in the face of long-held views of parents and teachers who believe text messaging damages children's ability to write properly.

Researchers found children as young as five who used mobile phones are better at understanding rhymes and syllables in speech.

The study also showed that children were subconsciously practising their spelling by regularly sending text messages.

Oberving the data throughout this essay, the best solution is to use both educational television and close captioning. First of all, educational television has been shown to increase literacy and cultural knowledge thus should be integrated into the classroom. Teachers should used educational television as a learning tool and to spur interest in academics. Secondly, parents should use close captioning in order to reverse the effects of non education television. Since television has been shown to displace reading, close captioning integrates both television and reading into one activity. Close captioning would allow the child to view television but at the same time read the captioning, thus increase literacy. These two factors are capable of reversing the negative effects of television and allow a new generation of children to increase literacy with the aid of technology.

The project involved the use of computer technology to improve the reading skills of several thousand students enrolled in grades kindergarten through 2. Approximately 80% of those students were from homes in which Spanish was the first language. Students were provided with the opportunity to learn to read with a program which used a balanced literacy approach, enhanced with technology.