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International Reading Association 2013
The document discusses the integration of technology in early childhood classrooms, focusing on its potential to support literacy and school readiness. It emphasizes that touchscreen computers reduce cognitive burden and enhance interactivity, while research shows significant gains in literacy and math for preschool children using such technology. Common pitfalls in technology implementation include reliance on unvalidated tools, lack of teacher support, and failure to align with educational standards.
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International Reading Association 2013
- 1. April 20, 2013 UsingTechnology to Support Pre-Readers Copyright 2013 All rights reserved.
- 2. What We’ll Talk AboutToday • What defines “new” technology? • How can technology be used in early childhood classrooms to Support Literacy? • What does current research show about outcomes for children when using tech? • Common Pitfalls to technology implementations • Hatch Technology Solutions
- 3. Using Educational Technologyto Literacy and School Readiness We know: • Children are eager to learn. • How children learn. • The needed content for school readiness. • The results of three decades of research on educational technology.
- 4. In all cases….youngchildren have to TOUCH the tech!
- 5. TouchScreen Computers Key featuresof touchscreen computers which fit well with use with early learners: • Reduction of cognitive burden and frustration that comes from using mouse and keyboard • Interactivity • Accessibility for all learners • When mobile, lots of movement
- 6. Touchscreen Computer Research •McManis & McManis (2012) found preschool children made significant and practical gains on literacy and math.
- 7. TOPEL: Test ofPreschool Literacy & Bracken School Readiness Assessment
- 9. Literacy – ResearchFoundation • Landmark study produced by NELP. • Used a meta-analyses approach. • Focused on the predictive relationship between skills measured in preschool or kindergarten and • Conventional literacy outcomes for children learning to read. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
- 10. NELP Literacy Findings Tobe school ready, young children must: • Be able to say most of the alphabet rapidly. • Be able to name objects rapidly. • Be able to write name or letters. • Be able to remember, detect and manipulate sounds (phonological awareness).
- 11. Common Technology Pitfalls •Technology for technology’s sake • Not tied to research findings • Developmentally inappropriate practices • Not adequately supporting teachers • Lack of alignment and integration w/curriculum & standards-not scaffolded • No or weak evaluation of outcomes • Random apps mean random learning!
Editor's Notes
- #5 When young children execute pointing tasks with a mouse and target, they perform at levels below older children and adultsDifference between performance of children and adults large enough to warrant user interface interactions designed specifically for preschool children.
- #10 While it is becoming more accepted that literacy, simply put the ability to read and write to a competent level, begins well before formal schooling; it is only fairly recently that research has determined which particular skills are critical predictors of children’s success.