The Effects of Technology Use in Literacy Instruction

1. The Effects of Technology Use in Literacy Instruction Annie Harary Education 702.22 Fall 2009

2. Table of Contents • Introduction • Statement of the Problem • Review of Related Literature • Statement of the Research Hypothesis • Methods • Participants • Instruments

3. Statement of the Problem • 3 out of 10 students in grades 3 to 8 are not reading at their grade level. • New York City students are underperforming versus New York State (“New York City,” 2009). • Embarrassment factor • Technology as possible solution

4. Review of Related Literature Theorists • Lev Vygotsky • Social interaction, More Knowledgeable Other, Active role in learning • (“Social Development Theory,” n.d.) • Howard Gardner • Multiple Intelligences Theory • (Gardner, 2000; Gardner & Walters, 1993) • Rita and Kenneth Dunn • Different learning styles • (“The Dunn and Dunn Learning Style Model of Instruction,” n.d.)

5. Review of Related Literature • Electronic Books / CD-ROM Storybooks • (de Jong & Bus, 2002; Doty, Popplewell, & Byers 2001; Grimshaw, Dungworth, McKnight, & Morris, 2007; Lefever- Davis & Pearman, 2005; Matthew, 1997; Mollin, 2005; Pearman, 2008; Pearman & Lefever-Davis, 2006; Ricci & Beal, 2002; Rhodes & Milby, 2007; Shamir & Korat, 2006; Trushell & Maitland, 2005) • PROS • Individualized support • Removes burden of decoding • Develops phonemic awareness, phonics, fluency, vocabulary, and comprehension

6. Review of Related Literature • Electronic Books / CD-ROM Storybooks • PROS (continued) • Increases motivation to read • Better comprehension scores vs. traditional printed books • CONS • Seen as a game • Not beneficial to every student • Become reliant on ‘help’ features

7. Review of Related Literature • Laptops / Internet • (Barone & Wright, 2008; Kaya, O’Connor-Petruso, & Girelli-Carasi, 2010; McGrail, 2007; Mioduser, Tur-Kaspa, & Leitner, 2000) • PROS • Higher student engagement • WebQuests, web sites, instant messaging, blogs • Improve reading skills • CONS • Cost, time, availability, support, teacher skills • Social isolation, limited communication, off-task behavior

8. Review of Related Literature • Interactive White Boards • (Shenton & Pagett, 2007) • PROS • Engage and facilitate student participation • Variety of multimodal texts • CONS • Little professional development • Technical support

9. Review of Related Literature • Artificial Intelligence • (Sternberg, Kaplan, & Borck, 2007; Warschauer & Grimes, 2008) • PROS • Enhance writing skills • Immediate and increased feedback • Work at own pace • CONS • Limited writing prompts • Superficial revisions

10. Review of Related Literature • Digital Storytelling • (Robin, 2008) • PROS • Increases comprehension • Encompasses multiple literacy skills • Personal connection • Promotes 21st Century Literacy • CONS • Few studies conducted

11. Review of Related Literature • Audiobooks(Wolfson, 2008) • PROS • Improve reading skills • Focus on meaning • Listen at own pace • LCD Projector(Black, Brill, Eber, & Suomala, 2005) • PROS • Read Along • Higher student attention • Retelling scores higher

12. Statement of the Hypothesis • HR1: The reading comprehension skills and motivation to read of twenty-seven Second-grade students in P.S. X will increase if technology is integrated into their reading activities over the course of four weeks.

13. Methods • Participants • 27 Second-Grade students in P.S. X • 7 – 8 years old • 11 males and 16 females

14. Methods • Instruments • Consent Forms • Surveys • Technology • Electronic books • Interactive white boards

15. References • Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62(4),292-302. Retrieved September 20, 2009, from Academic Search Premier database. • Black, N., Brill, A., Eber, D., & Suomala, L. (2005, July). Using technology to compare the instructional effectiveness of read aloud and read along materials in an elementary classroom. Retrieved September 12, 2009, from ERIC database. (Eric Document Reproduction No.ED496975). • de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1),145-155. Retrieved October 11, 2009, from PsycARTICLES database. • Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384. Retrieved September 13, 2009, fromAcademic Search Premier database. • The Dunn and Dunn learning style model of instruction(n.d.). Retrieved November 20, 2009, from http://www.ethica.dk/doc_uflash/The%20Dunn%20and%20Dunn%20Learning%20Style%20Model%20of %20Instruction.htm • Gardner, H. (2000). Can technology exploit our many ways of knowing? Retrieved October 10, 2009, from http://www.howardgardner.com/docs/Can%20Technology%20Exploit%20Our%20Many%20Ways%20of% 20Knowing.pdf • Gardner, H., & Walters, J. (1993). A rounded version. In F. Schultz (Ed.), Notable Selections in Education (pp. 308-318). Connecticut: McGraw-Hill/Dushkin. • Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007, July). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4),583-599. Retrieved September 13, 2009, from Education Research Complete database. • Kaya, M., O’Connor-Petruso, S,A,, & Girelli-Carasi, F. (2010). Literacy – A critical constituent for successful globalization. In S.A. O’Connor-Petruso & F. Girelli-Carasi (Eds.), Globalization: Technology, Literacy & Curriculum (Ch. 3). New York: Pearson Custom Publishing. • Lefever-Davis, S., & Pearman, C. (2005, February). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. Reading Teacher, 58(5),446-454. Retrieved September 12, 2009, from Education Research Complete database.

16. References • Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29(3), 263-75. Retrieved October 1, 2009, from Academic Search Premier database. • McGrail, E. (2007). Laptop technology and pedagogy in the English language arts classroom. Journal of Technology & Teacher Education, 15(1),59-85. Retrieved October 11, 2009, from Education Research Complete database. • Mioduser, D., Tur-Kaspa, H., & Leitner, I. (2000, March). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16(1), 54-63. Retrieved October 18, 2009, from Education Research Complete database. • Mollin, G. (2005, September). Hoover elementary turns to LeapFrog SchoolHouse. T.H.E. Journal, 33(2),48. Retrieved September 17, 2009, from Academic Search Complete database. • New York City students make progress in every grade on state reading tests (2009, May7). Retrieved from http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2008-2009/20090507_ela.htm • Pearman, C. J. (2008, May). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. Reading Teacher, 61(8), 594-602. Retrieved October 16, 2009, from Education Research Complete database. • Pearman, C. J., & Lefever-Davis, S. (2006, March). Supporting the essential elements with CD-ROM storybooks. Reading Horizons Journal, 46(4), 301-313. Retrieved September 17, 2009 from Education Full Text database. • Rhodes, J. A., & Milby, T. M. (2007, November). Teacher-created electronic books: Integrating technology to support readers with disabilities. The Reading Teacher, 61(3), 255-259. Retrieved October 16, 2009, from JSTOR database. • Ricci, C. M, & Beal, C. R. (2002, March). The effect of interactive media on children’s story memory. Journal of Educational Psychology, 94(1),138-144. Retrieved October 3, 2009, from PsycARTICLES database. • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. Retrieved September 12, 2009 from Education Research Complete database.

17. References • Shamir, A., & Korat, O. (2006, March).How to select CD-ROM storybooks for young children: The teacher’s role. The Reading Teacher, 59(6), 532-543.Retrieved October 3, 2009,from Education Research Complete database. • Shenton, A., & Pagett, L. (2007, November). From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-136. Retrieved October 3, 2009, from Education Research Complete database. • Social development theory (Vygotsky) (n.d.). Retrieved October 3, 2009, from http://www.learningtheories.com/vygotskys-social-learningtheory.html • Sternberg, B. J., Kaplan, K. A., & Borck, J. E. (2007). Enhancing adolescent literacy achievement through integration of technology in the classroom. Reading Research Quarterly, 42(3),416-420. Retrieved October 2, 2009, from Education Research Complete database. • Trushell, J., & Maitland, A. (2005, January). Primary pupils’ recall of interactive storybooks on CD-ROM: Inconsiderate interactive features and forgetting. British Journal of Educational Technology, 36(1), 57-66. Retrieved October 11, 2009, from Education Research Complete database. • Warschauer, M., & Grimes, D. (2008, January). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22-36. Retrieved October 18, 2009, from Education Research Complete database. • Wolfson, G. (2008). Using audiobooks to meet the needs of adolescent readers. American Secondary Education, 36(2), 105-114. Retrieved October 16, 2009 from Education Research Complete database.