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tjcastillo

Technologies for Acquiring and Making Literacy - 1 views

  • What is the content and focus of studies on technology and ICT applications in relation to early literacy development? What kinds of evidence do these studies provide about the affordances of technology and ICT for fostering early literacy development?
  • There is positive evidence of the role of technology in supporting early literacy acquisition for this age group. In a majority of the studies used in the analysis, there was a lack of attention paid to the role of the teacher. The specific study outcomes may be promising but they may also be more difficult to replicate without this information.
  • First, technologies have affordances and constraints making them more or less useful in different circumstances. The review provided evidence that electronic storybooks can lead to significant early literacy gains. However, there were also other technologies highlighted in this review that were successful in literacy acquisition. More importantly, electronic storybooks impacted literacy skills differently based on the interactivity they afforded and the number of student interactions offered.
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  • However, there seems to be an innate desire, often verbalized by reporters, who attempt to glorify or villainize emerging tools and technologies. Technology can positively impact emergent literacy acquisition, however, it does not mean it always will.
  • As such, it would be prudent to know more about the teacher involvement and requisite professional development of technology and literacy implementations. These were left out of many of the stated studies, reducing the ability of researchers and practitioners to further implement or confirm the outcomes.
tjcastillo

Literacy Instruction with Digital and Media Technologies | Reading Rockets - 2 views

  • Simply using software programs on computers does not prepare students for new literacies' expectations. New literacies are deictic in that they constantly change and require teachers to embrace these changes. New literacies are essential in classrooms so that equal opportunities are offered to all students.
  • What makes today's kids really sit up and fires their neural fibers? Technology. Kids don't see laptops, MP3 players, cell phones, PDAs, DVD players, and video games as technology, it's just life. Schools need to connect education to their students' lives with technology.
  • Every week when I am lesson planning, I consider how I can best integrate the technology. I don't use the technology just for the sake of using it. I want to use it in a way that enhances learning and best motivates students. I find myself borrowing ideas from colleagues, the Internet, and educational publications. I am a better teacher because I am making my students' learning relevant to them and their times.
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  • A second issue is teacher knowledge and attitude about new literacies (Hew & Brush, 2007). Fernley presents a case study of working with teacher knowledge and attitude through a gradual model of moving to new literacies. Primary teachers are carefully supported with the lab and the gradual introduction of classroom laptops. In third grade, there are higher expectations for teachers to bring digital and media technologies to their classrooms. These efforts are carefully supported with Todd's leadership, ongoing professional development, and student experts. By fourth grade, teachers are aware of the extended expectations for laptop learning and instruction, and students are prepared for this more consistent use of digital and media literacies. To bring new teachers to new literacies and to provide support for returning teachers, there are summer workshops to refine teachers' knowledge about technology and explore ways to use it in learning. Todd similarly provides summer workshop support for student technology leaders.
  • The number one thing laptops have done is motivation. Kids are sitting up and leaning into their learning. As a teacher, this is the one thing I want from my students. If I have them engaged and motivated, the sky's the limit.
  • Teachers take on this challenge because it is their job to prepare students for the future. There is a steep learning curve at the beginning, but after the first year, most teachers won't spend any more time preparing lessons. Once teachers have training in using laptops and how to integrate technology with state standards there is greater student engagement in learning. Teachers will see that giving a laptop to a student results in greater engagement. Greater engagement equals higher achievement. End of story.
tjcastillo

Text messaging and literacy | Language Debates - 0 views

  • A study carried out by Varnhagen et al. looked at IM communications between adolescents and found that ‘spelling ability was not highly correlated with new language use’ (Varnhagen 2010: 729). In some cases, those with better literacy skills used textisms more frequently than those who were poorer in terms of their spelling ability. These findings relate to the idea that ‘children who are comfortable with writing – those with good literacy skills – will be experimental and use textisms more than other children’ (Vosloo 2009: 3).
  • Text messaging is simply an evolution of technology creating a new form of language, and as long as children and adults are able to distinguish when to use formal and informal English in the correct context, texting will not dumb down literacy
  • Crystal (2008: 162) also claims “children could not be good at texting if they had not already developed considerable literacy awareness”. Being able to write in text language comes after mastering standard writing.
tjcastillo

Education Update:Leveraging Technology to Improve Literacy:Leveraging Technology to Imp... - 1 views

  • According to Kamil, however, that's not necessarily a bad thing: "The important aspect, from my perspective, is that these were classroom programs that replaced about 10 percent of instructional time. What that means is that since there was no difference, the software programs were as good as the teacher." Such findings, Kamil explains, could signify a shift from teachers using technology as merely a supplement to using it as the means of instruction.
  • Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs.
  • "The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes."
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  • According to MacArthur, word-prediction software, which generates lists of potential words as students type initial letters into the computer, can also help students dramatically improve the legibility and spelling of their writing. In a 2006 article in the Handbook of Writing Research, "The Effects of New Technologies on Writing and Writing Processes," he explains that his series of three studies of 9- and 10-year-olds with severe spelling problems showed that these students' legible words increased from 55 to 85 percent, and their correctly spelled words rose from 42 to 75 percent.
  • Egli notes that using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids—but at a much more efficient rate," she says.
jonathanl1

Conceptualizing moral literacy: Journal of Educational Administration: Vol 45, No 4 - 0 views

  • Moral literacy is a skill that must be crafted and honed by students, and with the aid of teachers who are well‐versed in moral subject matter. It is a complex and multifaceted skill set that is interconnected and must therefore be learned completely in order to be used properly.
  • The study furthers our understanding of moral literacy and how it can play an absolutely vital role in our educational system.
fillaudrey150

Using Technology to Support Literacy | Scholastic.com - 0 views

  • In this age of multimedia, a new kind of storytelling has emerged. Digital Storytelling takes the art of storytelling and adds elements of sound, video, and photo images to create a multi-dimensional tale that draws the reader into the story. It's an excellent tool to encourage students to take their writing to a new level as well as a way to bring technology into your curriculum.
folashayshay

Using Technology To Increase Literacy Skills - 1 views

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    by Linda Roos and Kerry Lambert There is increasing evidence that the use of computer technology can positively effect the acquisition of literacy skills in students of all abilities and ages. Using technology to enhance reading and writing instruction can make learning activities more fun and help to create a lifelong love of reading.
folashayshay

literacy improvement video - 2 views

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    In this video Katie McKnight uses the example of research to explain how technology has enhanced literary skills and changed the way research is conducted and how it makes researching more rigorous. McKnight stated that some teachers think technology dumbs down students when really it enhances learning capabilities because we have access to so much more all at once, which gives us a way to conduct better research just in an easier form.
fillaudrey150

What is Technology Literacy - Standards for Students - 1 views

  • Technology literacy requires students to demonstrate new skills and knowledge.
  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • Students use critical-thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
jdstewart10

Feed: Texting, Twitter, and the Student 2.0 - TECHStyle - 1 views

  • “All the popular beliefs about texting are wrong, or at least debatable. Its graphic distinctiveness is not a totally new phenomenon. Nor is its use restricted to the young generation. There is increasing evidence that it helps rather than hinders literacy” (9).
  • Certainly, one of the primary goals of abbreviations in text or Twitter-speak is to condense an utterance so that it fits the 160 character limit of a text-message or the 140 character limit of a Twitter post (or Tweet). However, there is also a certain charm, a certain playfulness, involved. There is pleasure in the act of composing with these constraints, an intentional and curious engagement with how sentences, words, and letters make meaning. Composing a text-message is most certainly a literate (and sometimes even literary) act. And, interestingly, the average text-message distorts grammar much less than the naysayers would have us believe. In fact, more often, text-messages rely on very conventional sentence structures and word order to create clear contexts for the various abridgments. However, like a poem, a text-message has the ability to condense what might otherwise be inexpressible into a very small and self-consciously constrained linguistic space. And, like a poem, a clever text-message unravels, offering layers of meaning and interpretability for the reader. For example, neologisms are quite common in the world of texting. In a recent exchange I had via text, “hiyah” came to mean both a greeting (as in “hi ya”) and the sound-effect accompanying a karate-chop, a calculated portmanteau, a “hello” that feels like an assault. Granted, this sort of inventiveness may not be rampant in the wild, but the medium certainly offers and encourages this potential.
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    This is a useful tool as it proves that text messaging and tweeting helps students and anybody else who uses it express emotions that could not easily be expressed by simply writing.
rayek69

What is the Impact of Technology on Learning? | Education.com - 1 views

  • They defined digital tools to include a wide range of media forms: images, video and audio clips, hypertext, hypermedia, and Web pages. The majority of studies they found dealt with reading comprehension and vocabulary development. Pearson et al. concluded that a wide range of digital tools enhance reading comprehension and vocabulary development by providing students access to word pronunciation, word meaning, contextual information, and comprehension scaffolds to guide an individual’s reading. Thus, a strong research base supports the conclusion that technology can enhance all aspects of literacy development.
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    very informative
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