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Using Technology to build Early Literacy and Math Skills

Using Technology to build Early Literacy and Math Skills. EDST 497B Instructor: Alice Tunnell. “When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities for children”

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Using Technology to build Early Literacy and Math Skills

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  1. Using Technology to build Early Literacy and Math Skills EDST 497B Instructor: Alice Tunnell

  2. “When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities for children” • “The key is finding the balance, knowing how to align the elements of a healthy childhood with the unique capabilities offered by technology.” Understanding Technology’s Role in Literacy, Northwest Regional Educational Laboratory, http://www.netc.org/earlyconnections/pub/sec2.pdf

  3. Research says: • “…educators see a greater role for technology in the literacy classroom; they believe that technology has the potential to connect students to reading and writing.” Meyer and Rose (2000), for example, point out "the potential of new technology to revitalize reading instruction and to make reading more relevant to the lives of children growing up in the Electronic Age." • “Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found not in the technologies themselves but in the way in which these technologies are used as tools for learning” (Means & Olson, 1995; Owston, 1997; Valdez et al., 1999). Using Technology to Enhance Literacy Instruction,(2001), Holum, A. Ph.D., Gahala, J.,M.A. North Central Regional Educational Laboratory,http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm • “A classroom set up to encourage interaction and the appropriate use of the technology will increase, not impair, language and literacy development.”Understanding Technology’s Role in Literacy, Northwest Regional Educational Laboratory,http://www.netc.org/earlyconnections/pub/sec2.pdf

  4. Using technology to get boys interested in literacy • New information technologies…present us with new forms of text, but also with opportunities to custom-tailor literacy activities to the interests, learning styles, and motivations of boys. • Boys thrive on the visual language of television, cartoons, and video games so: • boys respond well when presented with the opportunity to present their ideas and written work using charts, flow diagrams, and other visual forms. • Researchers suggest that boys respond so positively to images because boys are more oriented to visual/spatial learning. As a result, visual images “accelerate” boys’ learning (Daly, 2002, p. 16). Me Read, No Way! A practical guide to improving boys’ literacy skills, Ontario Education,http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf

  5. Benefits to using technology as a tool to support early literacy. • The use of technology should be based on the instructional objective(s) being taught and should enhance children’s learning. • Using developmentally appropriate software and Internet resources that support instructional outcomes will provide opportunities to develop higher-level reasoning and problem solving skills. • One important key to the effectiveness of technology is its interactive quality, so children get involved with the content as they manipulate the media (Farmer 1998). • Multimedia allows the user to proceed as a function of his or her interest, prior knowledge, and skills. • When using technology children control their own learning. Ways Technology Supports Early Literacy,Feldman,D, NAEYC Technology and Young Childrenhttp://homepage.mac.com/dara_feldman/Techsl.html

  6. Implementation of Technology for Literacy Skills • Create a print-rich and language-rich classroom. In the primary grades, immerse students in a print-rich environment that reinforces their awareness of text. Integrate technology as a tool for enabling students to tell and write stories. • Scaffold learners. Use a variety of tools, including technology, to support students as they develop literacy skills and move from dependence to independence over time. Talking books and other multimedia resources help readers connect sounds and images with print. • Encourage reflection and revision. Reading and writing skills develop at the same time. Encourage students to re-read and revise written work by providing them with specific feedback. Word processing and other technologies make the revision process easier; for example, "talking" books read text back to students so they can hear it. Technology facilitates peer review, enabling students to read and respond to one another's work, and also connect with an audience. • Connect learners. Increase student motivation to read and write by connecting learners with audiences beyond the classroom, and even outside their own country. Social learning enhances children's literacy skills. Literacy Development, 2005 - Focus on Effectiveness is a product of the Northwest Regional Educational Laboratory, Portland Oregon.

  7. Implementation of Technology for Literacy Skills (continued) • Emphasize vocabulary. • Words are the building blocks of literacy. Use developmentally appropriate methods and varied experiences to help students expand their knowledge of vocabulary. For example, word walls are effective for younger students; older students can build their own glossaries of new terms, using a class Web site, blog, wiki, or other online collaborative tool. Introduce terms that will help student understand subject matter, and provide multiple exposures to new words. • Providing more opportunities for feedback, reflection, and revision • Through the ability to go back and revise earlier efforts, technology encourages reflection and improvement of work. Understanding Technology’s Role in Literacy, Northwest Regional Educational Laboratory,http://www.netc.org/earlyconnections/pub/sec2.pdf

  8. Benefits of using Technology • Electronic Books • Many benefits for young readers, ESOL and Special Education students. • Combine reading, writing, listening, and speaking as part of the development of the children's literacy skills. • Help in decoding by presenting written information and spoken words simultaneously. • Combining words with related pictures, sounds, and video supports comprehension. • Electronic books provide a multi-sensory approach with related pictures, sound, and video and appeals to all multiple intelligences

  9. Word processing • a tool that can be used to help students write more and more fluently • a way for students to get their ideas into print without needing the fine motor skills to write letters. • potential for collaboration is easy. • facilitates easy revision without recopying and allows all students work to look important. • Interactive writing using word processing allows for modeling of basic word processing skills in an authentic setting. • “…allows students to compose and revise text without being distracted by the fine motor aspects of letter formation.” (David & Shade, 1994) • Activity – Group stories

  10. Multimedia websites • provide scaffolding and support to young readers by offering audio word lists and text to speech capabilities. • Developmentally appropriate websites help provide differentiation, allows students to work at their own pace and guides children to success • Applications can include tutorials for enrichment, extension or remediation. • Provide students s private place for practice while learning without fear or public failure. (Van Scoter, J., Ellis, D., & Railback, J. (2001)

  11. Tape Recorders • Allow children to listen to recorded stories or songs • Follow along in a book as the hear the recorded story • Students can record their own stories, poems, or listen to themselves • Students learn how sound translates to print • Integrates all aspects of literacy, speaking, listening, reading, and writing. Technology in Early Childhood Education, Finding the Balance, (June 2001), Northwest Regional Educational Laboratory. http://www.netc.org/earlyconnections/byrequest.pdf

  12. Research on using the Smart Board • Learning is much more powerful if it is multimodal and the SMART Board supports several different learning styles - visual-spatial, auditory and kinaesthetic (SM/4/^7-Technologies, 2004). • It increases their enjoyment by being physically involved touching and moving objects and by the size of the screen which makes images large enough for everyone to see. • The engagement and knowledge building of young children is fostered when they are given the opportunity to interact in a physical and mental way in the learning environment (Harlen & Rivkin, 2000}. • ‘Focus children's attention on the practical task being explained, due to the increased stimulus of visual, auditory and the ability to physically interact with the IWB'.

  13. Benefits of Using PowerPoint • Attracts students because of the graphical, transactional, aesthetic and interactive features it provides. • students can write a story and then illustrate it using the draw tools • Students can animate their stories • Stories can be put on a school website to share with families at home • Activity - PowerPoint

  14. Early Literacy Collections • SmartBoard Favorites http://www.mrshurleysesl.com/smartboards/smartboardfavorites.html • Wordle http://www.wordle.net/ • Language Arts and Math Collections http://faculty.usiouxfalls.edu/arpeterson/kindergarten%20smartboard%20sites.htm • Smart Board Sites and downloads http://its.leesummit.k12.mo.us/smartboard.htm • Smart Boards in Elementary Classrooms http://my-ecoach.com/online/webresourcelist.php?rlid=6128 • School District No. 42(Maple Ridge- Pitt Meadows) Early Literacy Resources http://earlylit.sd42.ca/ • K-2 Early Literacies Best of the Web, McClaskey, K.M., http://issuu.com/kmcclaskey/docs/k-2earlyliteracybestoftheweb • Alice’s Resourceshttp://alicesresources.wikispaces.com/Kindergarten+and+Grade+One+Links • Kidspiration inspires children to write using visual learning.Kidspiration Hernandez, B.,http://homeschooling.about.com/od/langwriting/gr/kidspiration.htm

  15. Although findings on this point are limited, classroom-based action research shows that student use of virtual manipulatives is sometimes more complex than their use of concrete manipulatives. This is due in part to the availability of unlimited objects—versus a finite set. Also, virtual objects can be altered in ways that concrete ones cannot, for example, the size, shape, and color of a block can be changed. Thus, in many instances, students can create more examples using virtual versus physical objects.

  16. Research on using technology for Mathematical Concepts • What technology can do is allow students to solve problems efficiently and provide visual images of mathematical concepts. • “Technology is essential in teaching mathematics; it influences the mathematics that is taught and enhances students’ learning” (NCTM 2000; italics in original). • The teacher should ensure that technology is being used to enhance learning, not just as a crutch. • “Using computers along with supporting activities (e.g., manipulatives, objects that children use to help them understand concepts) provided even greater benefits than either one alone.” Understanding Technology’s Role in Literacy, Northwest Regional Educational Laboratory, http://www.netc.org/earlyconnections/pub/sec2.pdf • “Similarly, third-grade children who used both manipulative and computer programs showed more sophistication in classification and logical thinking than children who used only manipulatives (Clements & Nastasi, 1993) • Provide students a private place for practice while learning without fear or public failure. (Van Scoter, J., Ellis, D., & Railback, J. (2001) “Especially during the primary grades when children are expected to acquire an acceptable level of mastery of mathematical content and literacy, the computer can serve as a supportive tool for those children who have more than average difficulty succeeding” (Bredekamp & Rosegrant, 1994, p. 59).

  17. Emerging Math Skills • Patterning: Children can use patterning or drawing software to practice seeing relationships and predicting what comes next in a series, helping to build a concrete understanding of math. Many programs can be used in conjunction with building blocks, patterns in music, or math manipulatives such as pattern blocks or tiles. • Classification: Learning to identify and sort objects by their attributes is basic to both science and math. Classification software encourages children to group objects by attributes such as size, color, and shape as well as to create groupings of their own objects. • Seriation: Objects can be manipulated on the screen in much the same way that physical objects can be ordered by size in the classroom. • Numerical Relationships: Software programs can help children master the concepts of “more than,” “less than,” and “the same as” and learn this necessary skill for understanding mathematics. • Calendar: The daily calendar is part of many kindergarten classes. Some children's software includes a template for making a calendar, and provides an additional way to build awareness of how time is measured in days, weeks, and months. • Graphing: Build a graph in the classroom with objects, such as shoes or candy wrappers, then put the information into a spreadsheet or graphing program. This helps children make the connection between the physical items and the symbols, and to reinforce the concept of graphs as visual information. Technology and Curriculum, Early Connections, Technology in Early Childhood Education, http://www.netc.org/earlyconnections/kindergarten/curriculum.html

  18. Math Collections • AtoZ Teacher Stuff http://atozteacherstuff.com/Lesson_Plans/index.shtml • Story Creator2 Myths and Legends http://myths.e2bn.org/create/tool527-story-creator-2.html • Fun Brain 6 & under http://www.funbrain.com/cgi-bin/getskill_s.cgi?A1=selects&A2=math&A4=0&A7=0 • Math’s Dictionary for Kids http://www.amathsdictionaryforkids.com/dictionary.html • Kindergarten Mathematics http://www.kidport.com/GradeK/Math/MathIndex.htm • Sheppard Software http://www.sheppardsoftware.com/math.htm • Soft Schools http://www.softschools.com/math/games/ • IXL Math games http://ca.ixl.com/?gclid=CMf_p4DTrqoCFQQ3gwodBTY8Xg • Clock and other games http://www.woodlands-junior.kent.sch.uk/maths/measures.htm • Google Free Online Primary Math Games for more sites

  19. Assignment • Go to Webct for the assignment

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