Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Tablet Technology: The Benefits and Effectiveness on Early L
Transcript of Tablet Technology: The Benefits and Effectiveness on Early L
promoting 21st century literacy and learning
supporting and scaffolding curricular standards and objectives
increased student engagement and motivation towards literacy through the use of tablet technology
the overall beneficial impact on student learning in early literacy skills.
Tablet Technology: The Benefits and Effectiveness on Early Literacy Skills
By Kendal Moss
In order for tablet technology to be truly effective in promoting and supporting early literacy skills, it is recommended that teachers integrate direct teaching instruction while gradually incorporating and releasing technological responsibilities so that students are provided the proper and appropriate scaffolding necessary to be successful.
Traditional Text & Digital Text
As technology continues to evolve, Beschorner, Hutchison, and Schmidt-Crawford (2012) advocate the idea that teachers have to prepare their students to be comfortable and confident in comprehending both traditional and digital text. By teacher’s exposing students to both print based and digital text, teachers are promoting 21st century literacy and learning skills needed for students to be properly prepared for college and career readiness.
Promoting 21st Century Skills
Desktop computers and laptops require students to have prerequisite keyboarding and mouse handling skills; however, these are not essential skills students need in order to properly use tablet technology. In comparison, this makes an iPad more effective and developmentally appropriate in an early childhood environment.
Killen, and Northrop (2013) provide a framework for effective teaching with apps available on tablet technology:
Step 1: Teach the literacy concept in isolation.
Step 2: Model iPad app and give clear expectations
Step 3:Guided practice incorporating tablet technology.
Step 3: Independent Practice
“For technology to be effective, it needs to be situated in the zone of proximal development of a student (Vygotsky, 1978) and allow the student to work with material at his or her instructional or independent level” (Killeen, & Northrop, 2013, p. 532).
Tablet Technology: The Benefits & Effectiveness on Early Literacy
Technological resources, including tablet technology like the iPad, reaches its highest level of effectiveness when coupled with appropriate teaching strategies. The intention of tablet technology is not to eliminate a teacher’s role, but instead to provide an additional tool for supporting and scaffolding student learning.
Impact on Early Literacy Skills
Hillman and Marshall (2009) discovered that iPad applications promote early literacy learning through the use of:
visual and audio effects
various color schemes
levels scaffolding and providing differentiation
engaging characters that act as a guide when navigating through the application
Through research and data analysis, Chen and Couse (2010) concluded that children who used technological resources—such as iPads or other tablet technologies—were highly interested in curricular concepts, and more persistent in exploration without frustration. The data in this article shows that when tablet technology is used appropriately, student engagement will rise, which consequently increased student motivation and willingness to take risks and accept challenges.
Students are able to watch videos, read and watch electronic story books, and explore interactive simulations, tutorials, and games on tablet technology. According to Rao (2009) in 2009, Apple’s SVP of Marketing Phil Schiller indicates that teachers and students were able to instantly download over 20,000 educational apps (Apple: 20,000 Education iPad Apps Developed; 1.5 Million Devices Used in Schools, 2009). In comparison, it would take teachers several years to gather the equivalent amount of educational resources.
Developing the learning environment in the classroom directly impacts student’s attitude and motivation towards learning. When teachers integrate appropriate applications found on tablet technology, teachers create an environment that is:
developmentally appropriate for students to accept challenges and accomplish curricular goals and objectives.
Impact on Early Literacy Skills
“… ebooks afford opportunities for lots of independent practice and exploration on one’s own – far more than adults can supply, especially in pre-K-K classrooms” (Brueck, Roskos, Wildman, 2009, p.2). Tablet technology’s ability to store e-books provides the ease and convenience of supporting early literacy development and, when chosen appropriately, digital text can accommodate all reading levels with little teacher preparation.
It is suggested that teachers and other educational professionals should seek further information on the benefits and effectiveness of tablet technology on early literacy skills to gather a well-rounded perspective. Researchers and organizations such as the District Administration and Hatch (The Early Learning Experts) (2013) are continuing case studies and research to collect additional in-depth analysis on the value of tablet technology in primary education to determine further benefits for students developing early literacy skills.
Beschorner, B., Hutchison, A., & Schmidt-Crawford D. (2012). Exploring the use of iPads for literacy learning. Reading Teacher, 66(1), 15-23. doi: 10.1002/TRTR.01090
Brueck, J., Roskos, K., Widman, S. (2009). Investigating analytical tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218-240. Retrieved from http://www.ncolr.org/
Chen, D., Couse, L. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75 98. Retrieved from http://www.eric.ed.gov/
District Administration. (2013). Tablets narrow the digital divide and monitor district-wide success. Hatch Early Learning, 49(4), 39-39. Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail?sid=4a885c16-0ce9-401e-8679-a86da31f6d98%40sessionmgr4001&vid=35&hid=4105&bdata=JnNpdGU9ZWRzLW xpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=ehh&AN=88842280
Hillman, M., Marshall, J. (2009). Evaluation of digital media for emergent literacy. Computers in the Schools, 26(4), 256-270. Retrieved from http://www.eric.ed.gov/
Killeen, E., Northrop, L. (2013). A framework for using iPads to build early literacy skills. Reading Teacher, 66(7), 531-537. doi: 10.1002/TRTR.1155
Rao, L. (2009). Apple: 20,000 education iPad apps developed; 1.5 million devices in use at schools. Retrieved April 12, 2014 from http://techcrunch.com/