Group items tagged

Audiobooks. Audiobooks, sometimes known as books on tape, are professionally recorded, unabridged versions of fiction or nonfiction books. They are available on regular audiocassettes or four-track cassettes that require a special cassette player. Audiobooks promote students' interest in reading and improve their comprehension of text, notes Beers (1998). They also have been used successfully by students who cannot read traditional printed books because of visual or physical handicaps.

Electronic Books and Online Texts. Electronic books, also known as e-books, are electronic texts that are presented visually. Whether available on CD-ROM, the Internet, or special disks, electronic books always provide the text in a visual component. Some electronic books incorporate text enhancements, such as definitions of words or background information on ideas. Others offer illustrations that complement the story. The downside of electronic books is that they can be viewed only with a computer or a special palm-sized digital reader; often the text resolution is poor. In terms of their advantages, Anderson-Inman and Horney (1999) note that electronic books are searchable, modifiable (for example, font sizes can be increased to meet the needs of the reader), and enhanceable with embedded resources (for example, definitions and details).

Online texts are those that are available on the World Wide Web. With access to an Internet-connected computer, students can find a wide variety of free online reading materials, including books, plays, short stories, magazines, and reference materials. This benefit is especially useful for students in schools that have few resources for the acquisition of new books.

Electronic Talking Books. The term electronic talking books has been coined by some researchers to refer to electronic texts that also provide embedded speech. The speech component offers a digitized reading of general sections as well as pronunciations of specific words within the text; it supports and coaches students as they read the text of the story (Leu, 2000; McKenna, 1998). Although research is ongoing about the effectiveness of electronic talking books, there already is much to be said in their favor (for a review, see Leu, 2000; McKenna, 1998). "Computers, especially those equipped with devices that produce artificial speech, may provide an effective means for increasing decoding skills and reading fluency," note Reinking and Bridwell-Bowles (1966, p. 321).

Programmed Reading Instruction. Various types of software programs, computer-assisted instruction, and integrated learning systems offer programmed reading instruction for students. This skills-based instruction ranges from letter recognition to phonics instruction to vocabulary building.

Word Processing. Word processing is the pioneer application of educational technology used in writing instruction. Although it requires the mastery of basic keyboarding skills, word processing allows many students to write and edit their work more easily. In addition, word-processing tools such as spelling checkers are useful aids that improve the quality of student writing. Research indicates that students who are comfortable with word processing write longer papers, spend more time writing and revising, and show improved mechanics and word choice (Lehr, 1995). Nevertheless, research also indicates that using a word processor does not by itself improve student writing. Rather, the teacher has a critical role in guiding the writing process, providing feedback, and encouraging revision (Reinking & Bridwell-Bowles, 1996).

Multimedia Composing. Besides text-based writing, technology encourages students to integrate visual and aural multimedia in their school projects. Various software programs allow students to insert images, sounds, and video, thereby creating complex, multilayered compositions. For students who have difficulty with writing, multimedia composing presents a means of self-expression and provides support for development of reading and writing skills.

Online Publishing of Student Work. Providing opportunities for online publishing of students' work is another means to motivate student writing. "Publishing online is a motivating factor when completing classroom assignments," notes Karchmer (2000). "Students feel their work could have far-reaching effects, which in turn encourages them to put more effort into it" (p. 83). One way to accomplish online publishing is through the school's Web site.

Internet-Based Communication. Another way to promote student writing is through electronic mail (e-mail), electronic bulletin boards, and e-mail lists. Such Internet-based communication can be with peers, adults, or professional experts from around the world. Students in classrooms across the country can become online penpals (sometimes called e-pals or keypals). Some classrooms enjoy pairing up with older adults who live in retirement homes. Still another use is online communication with adult experts who have agreed to answer students' e-mail questions.

Internet Search Engines. The Internet has gained momentum as the infrastructure on which international knowledge is created and shared. Use of the Internet search engines can promote students' research and investigation skills and enable them to locate online information on any possible topic. Students also can access online journals, magazines, newspapers, encyclopedias, and informative Web sites.

Online Tools for Evaluating Web-Based Information. The need to evaluate online information sources is gaining importance as a basic literacy skill. Online tools for evaluating online information provide strategies for determining the accuracy, quality, and timeliness of online information.

As we move into summer four of The Cyber Café Summer Reading Program we realize kids no longer need instruction on the features of devices and many more have their own. Over the years they selected free downloads from the library and requested other e-books to build extensive digital collections on the e-readers, also used in book clubs throughout the year. They share favorite books with “lend me” features. There is great anticipation at the end of the school year for the unveiling of the summer readings from both learners and their parents who have begun to read the novels alongside their children.