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When Ebooks Go to School

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When Ebooks Go to School

  1. 1. THE  BIG  QUESTION   Can  ebooks  of  reasonably  good  quality   help  children  learn  to  read?  
  2. 2. LACK  OF  EVIDENCE  LITERATURE  
  3. 3. RESEARCH  IN  ITS  INFANCY  
  4. 4. What  Do  We  Know?  
  5. 5. The  joint  posi,on  statement  offers   guidance—based  on  research-­‐based   knowledge  of  how  young  children  grow   and  learn—on  both  the  opportuni,es   and  the  challenges  of  the  use  of   technology  and  interac,ve  media.    
  6. 6. “When  used  inten,onally   and  appropriately,   technology  and   interac,ve  media  are   effec,ve  tools  to  support   learning  and   development.”   NAEYC  and  Fred  Rogers  Center   Joint  PosiOon  Statement     (2011)    
  7. 7. Literacy  Affordances   Computer-­‐based  learning  ac,vi,es  in   language  ac,vi,es  seemed  to  induce   greater  levels  of  collabora,on  and   discussions  (Dickenson,  1986)   The  dynamic  nature  of  mul,media   seemed  to  help  children  to  create  mental   models  more  effec,vely  and  improved   comprehension  (Kamil  et  al.,  2000)   Using  computer  soOware  seems  to   benefit  the  learning  of  special   popula,ons,  such  as  ESL,  learning   disabili,es  and  young  children  (Kamil  et   al.,  2000)   The  use  of  computers  in  reading  and   wri,ng  seemed  to  mo,vate  children   more  effec,vely  (Kamil  et  al.,  2000)   Affordances  of  EducaOonal  Technologies  
  8. 8. Social  Affordances   Children  are  highly  mo,vated  in  computer   environments  and  they  enjoy  sharing  their   experiences  and  strategies  with  each  other   (Blanton  et  al.,  2000)   Children  exhibit  a  rich  versa,lity  of  social   interac,ons  at  the  computer  (HeO  and   Swaminathan,  2002)   (Brooker,  2002)  found  that  peers  frequently   supported  each  other  in  the  learning  process   &  children  benefited  from  “mutually   suppor,ve  collabora,on.”   The  manipula,on  of  shapes  and  symbols  on   screen  represents  a  new  form  of  symbolic  play.   Children  treat  digital  ar,facts  as  “concretely”   as  they  do  physical  play  objects  (Brooker,   2002)     Affordances  of  EducaOonal  Technologies  
  9. 9. What  the  Literature  Says:  Ebooks  
  10. 10. Reading   Engagement   Scaffolding  for     Emergent  Literacy  
  11. 11. Ebooks  offer  an   engaging  medium   for  young  struggling   readers,  ease  of   implementa,on  for   classroom  teachers,   and  opportuni,es   for  individual   prac,ce  for  all   students.  
  12. 12. Young  children  who  would  not  normally  be  able   to  read  a  book  on  their  own  can  independently   explore  text.  
  13. 13. READING  ENGAGEMENT  
  14. 14. 3-­‐TO-­‐6  YEAR  OLDS  FAVOR  EBOOK  
  15. 15. SCAFFOLDING   Numerous  theories  of  reading   development  recommend   scaffolding  to  promote  literacy   development  .  
  16. 16. Ebooks  provide  supports  including   •  digital  scaffolding   supports  (McKenna,   Reinking,  Labbo,  &   Kieffer,  1999),   •  word  pronunciaOon   tools  to  assist   students  with   phonological   awareness  and   decoding  of  text   (Olson  &  Wise,  1992;   Wise  et  al.,1989),     •  pictures  cues  and   read  aloud  op,ons   to  enhance   comprehension   (Doty,  Popplewell,  &   Byers,  2001;   Greenlee-­‐Moore  &   Smith,  1996;   Maahew  1996;   1997).  
  17. 17. Ebooks  provide  scaffolding  through  narra,ons,   anima,ons  and  interac,ve  media,  which  support   young  children  who  are  developing  emergent   literacy  skills.  
  18. 18. SCAFFOLDS  ASSIST  DECODING  
  19. 19. Digital  Features  Designed  to  Provide   Evidence-­‐Based  InstrucOon   Emergent  Literacy   Skill   Digital  Feature   Evidence-­‐Based   InstrucOonal  Technique   Alphabet  Knowledge   Computer  offers  leaer   pronuncia,on   Adult  names  leaers   Computer  highlights  and   repeats  leaers   Adult  points  to  leaers   Print  Awareness   Computer  provides  wriaen   text   Adult  reads  and  points  to   text   Computer  reads  and   highlights  text   Computer  offers  click  to  turn   page  and  read  op,ons  on   each  page   Adult  allows  child  to  turn   pages  or  reads  requested   words  on  the  page   Phonological   Awareness   Computer  offers  word   pronuncia,on   Adult  blends  and  segments   words  
  20. 20. Emergent  Literacy  Skill   Digital  Feature   Evidence-­‐Based  InstrucOonal   Technique   Use  and  Understanding   of  Language   Computer  asks  ques,ons  about   book  (e.g.,  who,  what,  how,  when,   and  where)   Adults  asks  ques,ons  about  book   (e.g.,  who,  what,  how,  when,  and   where)   Characters  talk  in  various  voices   Adult  uses  voices  to  indicate   different  characters   Comprehension   Computer  defines  words   Adult  explains  word  meaning   Computer  offers  anima,ons  to   support  the  text   Adult  offers  explana,on  of  what   is  happening  within  the  story   Computer  offers  repeated   readings  of  the  storybook  to   support  understanding  of  story   plot   Adult  offer  repeated  readings  of   text  to  support  understanding  of   story  plot   Reading  Engagement  and   Expansion  Ac,vi,es   Digital  anima,ons,  sounds,  games,   and  ac,vi,es  within  play  and  read   modes   Adult  voices,  ques,ons,  and  facial   expressions,  and  reading   manipula,ves   Digital  Features  Designed  to  Provide   Evidence-­‐Based  InstrucOon  
  21. 21. Akron Summit Community Action, Inc. Ebooks  in  Akron  Ready  Steps   hap://akronreadysteps.ning.com/    
  22. 22. ESSENTIAL  EARLY  LITERACY  SKILLS  
  23. 23. KNOWLEDGABLE  TEACHERS  
  24. 24. 21st  CENTURY  LEARNING  ENVIRONMENT  
  25. 25. ENGAGED  PARENTS  &  COMMUNITY  
  26. 26. THE  CLASSROOM  
  27. 27. Phase  1:     Ebook   Phase  2:     Environment   Phase  3:     Engagement   Phase  4:     Instruc,on   DESIGN  PROCESS   4  phase  study   each  phase  for  6-­‐8  weeks   The  goal  of  ‘pujng  the  lens  down  on  each   component’  and  in  the  process  developing  tools   that  can  help  us  look  more  systema,cally  at  each   component.  
  28. 28. eReaders     (PDF)   Web  Apps   (Flash/Java)   Mobile  Apps   (iPad/Android)   Digital     Storybook   Audio   Storybook   Video   Storybook   Interac,ve   Storybook   @brueckj23  EBOOK  SPECTRUM  
  29. 29. EBOOK  QUALITY  RATING  TOOL   hap://bit.ly/eQRTv4public  
  30. 30. HIGH  QUALITY  EBOOK   Interac,on   Ease  of  Use   Mul,media  
  31. 31. PHYSICAL  ENVIRONMENT  
  32. 32. LEARNING  SPACES  
  33. 33. Physical    Space   (Classroom)   Physical  Space   (Classroom)   Digital    Space   Core  Skills   New  Context   Learning  Space   formal   informal   synchronous   asynchronous   Developed  by  Mr.  David  Jakes.  Used  with  permission.   OUR  EDGE  
  34. 34. EBOOK  NOOK  
  35. 35. ENGAGEMENT  
  36. 36. DEVICE  MATTERS  
  37. 37. MOBILE:  LOOK  &  TOUCH   TOUCH  SCREEN:  MOVE  &  GESTURE  
  38. 38. INSTRUCTION  
  39. 39. SHARED  EBOOK  READING  
  40. 40. EASY  TRANSITION  TO  EBOOK  
  41. 41. Shared eBook Reading Plan Title: Date: New Words: Instructional Segment Plan Notes Note pre-selected screens for instruction; information/ vocabulary to point out; organization for mobile reading Before Use pocket chart for introducing target words • Point out title, author • Discuss what the story is about • Highlight vocabulary words (Say; Tell; Do) During • Listen or Read Aloud • Pause to discuss • Highlight new words (as needed) After • Ask for favorite part • Repeat new words (as needed) • Prepare for mobile reading Mobile • Distribute mobile devices to individuals or pairs • Select place to browse/read • Monitor engagement Observations Note: Keep vocabulary instruction short and simple. (1) Say target words and ask children to say them. (2) Tell about the word meaning and encourage children to talk about the meaning a little bit. (3) Use a gesture (if possible) to help children remember the word; invite children to use the gesture + say the word. INSTRUCTIONAL  RESOURCES  
  42. 42. ENLARGE  |  ENRICH  |  EXPAND  
  43. 43. TEACHER  HAND  OVER  
  44. 44. This  small  but  growing  body  of  lab-­‐based   and  field  research  suggests  that  the   signature  characterisOcs  of  ebooks  do  not   appear  to  interfere  with  the  emerging   literacy  skills  of  most  children,  and  in  fact   may  be  promoOng  essenOal  skill   development  for  some  children.   LESSONS  LEARNED  
  45. 45. SUBSTANTIVE  |  INSTRUCTIVE  
  46. 46. DEFINE  |  DESCRIBE  |  EXAMINE    

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