Group items tagged

Digital Literacy: The ability to attain deeper understanding of content by using data-analysis tools and accelerated learning processes enabled by technology

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).

Some researchers suggest that the challenges related to technology and literacy must become more integral to mainstream literacy research. Collins (1992)

Some educators believe that schools should provide students with exposure to current technologies used in the business world regardless of whether those technologies have been proven effective through research. Leu (2000) states, "It may become unimportant to demonstrate the advantages of new technologies for educational contexts if it is already clear those technologies will define the literacies of our students' futures" (p. 762).

Computers are creating new opportunities for writing and collaborating.

ISSUE: Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate. Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Some have embraced technology with unbridled enthusiasm while others have held it at arm's length with a healthy skepticism. Yet the growing influence of technology has caused many educators to acknowledge that they need information on teaching literacy skills in the Digital Age. To serve that need, this Critical Issue offers research, best practices, and resources that support integration of new technologies into literacy instruction.

"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."

To help students who have auditory processing problems or dyslexia, schools are using various computer technologies to make students more aware of the sounds of words when others speak or when students themselves read aloud

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.