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kjroach

Technologies for Acquiring and Making Literacy - 1 views

  • technology as an independent variable, were aimed at kindergarten-age students, included early literacy development, and were published after 2001.
  • 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
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  • More importantly, electronic storybooks impacted literacy skills differently based on the interactivity they afforded and the number of student interactions offered.
  • Technology can positively impact emergent literacy acquisition, however, it does not mean it always will. Some electronic storybooks used in certain ways can positively impact literacy skill development, however, it does not mean all e-books will work all the time, even if they demonstrate success in one environment.
  • In the end, such analyses help us evaluate our current literacy stances. Are we creating new technologies that mirror our pedagogical stances? Are technologies pushing our pedagogical strategies in intended and unintended ways? And/or are we utilizing the technologies outside of literacy to better inform our pedagogical needs in literacy acquisition and instruction?
  • It simply demonstrates a lack of published research on technologies and experiences rooted in student development and production for those age and date ranges. Compare this to the movement of production as literacy as evidenced by the coding movement or the notion that production can lead to literacy gains (e.g. see Jason Ohler’s resources about Digital Storytelling in the Classroom).  Think about the “maker movement” (e.g. http://makerfaire.com/) identified through tools like 3D printers and Lego Mindstorms (http://mindstorms.lego.com).
DJ Heath

David Crystal on why texting is good for language - 0 views

  • People think that the written language seen on mobile phone screens is new and alien, but all the popular beliefs about texting are wrong. Its graphic distinctiveness is not a new phenomenon, nor is its use restricted to the young. There is increasing evidence that it helps rather than hinders literacy.
  • Texting has added a new dimension to language use, but its long-term impact is negligible. It is not a disaster.
  • The fact that texting is a relatively unstandardised mode of communication, prone to idiosyncrasy, turns out to be an advantage in such a context, as authorship differences are likely to be more easily detectable than in writing using standard English.
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  • But the need to save time and energy is by no means the whole story of texting. When we look at some texts, they are linguistically quite complex.
  • The latest studies (from a team at Coventry University) have found strong positive links between the use of text language and the skills underlying success in standard English in pre-teenage children. The more abbreviations in their messages, the higher they scored on tests of reading and vocabulary. The children who were better at spelling and writing used the most textisms. And the younger they received their first phone, the higher their scores.
  • Some people dislike texting. Some are bemused by it. But it is merely the latest manifestation of the human ability to be linguistically creative and to adapt language to suit the demands of diverse settings.
  • We will not see a new generation of adults growing up unable to write proper English. The language as a whole will not decline. In texting what we are seeing, in a small way, is language in evolution.
DJ Heath

TV can improve literacy - Free Press - 0 views

  • "Moderate amounts of television viewing were found to be beneficial for reading," states Annie Moses in the Journal of Early Childhood Literacy, further stating that "programs that aim to promote literacy in young children have been found to positively impact specific early literacy skills".
  • Moses found in a broad review of past studies and publications in the field, that children with a moderate amount of age appropriate exposure to television (even from a very young age) actually have better literacy outcomes, with no detectable difference in emotional stability or overall development.
  • In this age of digital cable, satellite TV, and public television programming ripe with educational programs, parents have a large variety of material to choose from when selecting programs for their children.
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  • The success of programs such as Dora the Explorer, Diego, Sesame Park, Between the Lions, Super Why and a large force of other educational cartoons speaks to the growth in a field once dominated by only two or three programs.
  • If the scientific and psychological research reviewed in this study has demonstrated anything, it's that television, like all forms of entertainment, is healthy in moderation and with some level of supervision.
  • Further, if parents are particularly careful about program choices, research shows that they may even improve their young child's future literary development.
avander1

Quality Television Shows That Focus on Early Literacy | Homework & Study Skills | At Sc... - 0 views

  • Young children are constantly in the process of developing their ability to understand information and make sense of what is real and what is pretend.
  • This is why choosing appropriate television shows for your children is a critical element of their development. The good news is, watching developmentally appropriate programming with your children can have many positive benefits (bonding between caregiver and child, the introduction of new vocabulary words, exploring new places together, etc.).
gamemastr777

Using Technology To Increase Literacy Skills - 0 views

  • Computer reading software programs give the student the opportunity to manipulate text and have words and sentences presented in a way that makes learning the sounds and words easier. Teachers are better able to individualize reading instruction by having the ability to construct customized reading materials. Children with visual impairments and visual processing difficulties can have larger sized text and extra spacing between words. Text can be repeated as often as necessary and the rate or pace of speech can be adjusted for students with auditory processing difficulties. The use of graphics, sound, and animation can help to motivate and encourage children to complete reading tasks more successfully.
  • Creative writing programs can help stimulate children’s creativity and make them more successful at writing stories and assignments. Word prediction programs are available and can offer students help with spelling, word finding, and auditory processing difficulties. Good writing programs include features such as text-to-speech with male and female voices, the ability to enlarge text, different font choices, the use of color coding and highlighting, spell checkers and grammar and punctuation dictionaries.
  • Computer-aided writing software can assist students with handwriting and other expressive writing problems. Talking word processing programs can make writing tasks easier for students with learning disabilities
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    Love the first paragraph. It explains a lot about how technology can help children with visual problems. Technology also helped Stephen Hawking by letting him use his eyes to type and to also research other things to make him one of the most known scientists.
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