Enhancing Preschool Literacy Skills with Software and Internet Technologies : Enhancing Preschool Literacy Skills with Software and Internet Technologies Julie Coiro
University of Rhode Island
jcoiro@snet.net
Growing up in a digital world… : Growing up in a digital world…
while learning how to participate and contribute in literate ways. : while learning how to participate and contribute in literate ways.
The Current Climate : The Current Climate In 2003, 67% of children in nursery school and 80% in kindergarten used the computer
Also, 1/4 (23%) of children in nursery school and 1/3 (32%) in kindergarten used the Internet
By high school, nearly all students (97%) used computers, and a majority (80%) used the Internet.
-- (NCES, 2005)
The Current Climate : The Current Climate "Computers …open new and unforeseen avenues for learning” (Douglas Clements, 2001)
“Computers are redefining how we interact with others and how we gain knowledge about the world around us…and they are increasingly important in our daily lives.” (Mark Ginsburg, Executive Director, NAEYC, 2001).
The Current Climate : The Current Climate
“Global calls are being made for ICT to be understood as a multifunctional tool for Early Learning that is used to introduce and support, but not replace, real life experiences and physical activities” (IBM Kidsmart, 2004).
Emergent Reading and Writing : Emergent Reading and Writing Listening to stories
Playing rhyming games
Matching letters
Exploring print and its messages
Actively constructing their learning
-- International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), 1998
Good literacy instruction provides opportunities for ... : Good literacy instruction provides opportunities for ... Creatively responding to texts or topics
Practice & reinforcement with important skills
Referencing multimedia sources of information
Applying literacy in authentic environments
Exploring new forms and purposes for reading and writing
Good computer technologies should provide these too!
Technology in children’s play should enable children to … : Technology in children’s play should enable children to … Discharge or restore personal energy while engaged in something interesting
Act out and explore roles and rules for adults
Gain a sense of control
Experience new learning in a relaxed atmosphere
Develop sense of self and relations to others through group work, collaboration, and competition
Explore abstract or symbolic meanings
-- Verenikina, Harris, & Lysaght (2003) Play, technology, and children’s development
Preschool Literacy Needs : Preschool Literacy Needs Oral language development
Concepts of print and phonological awareness
Vocabulary and background knowledge
Exploration and play
Logic, Critical Thinking, and Problem Solving
Social Interaction with Others
Connecting Reading and Writing
Research supports the use of quality computer software to foster each of these literacy needs - see your handout for more details.
Slide11 : How might the Internet impact early language and literacy learning in a preschool classroom?
Slide12 : Http://www.enchantedlearning.com Explore new Internet literacies What is a hyperlink? Make a Father’s Day card Read a daffodil rhyme Color-by-number daisies Click on D
Slide13 : Explore new Internet literacies: Interactivity Online puzzles Concentration Games Individualized
guidance Read-Aloud Stories Hear new sounds See a movie
Slide14 : Design and send an e-card to a relative Import a digital photo and play an online puzzle with it Internet Workshop Activities www.jigzone.com Draw a question from the Internet Inquiry Basket
Slide15 : Join an Internet Project We Know Why
Alexander Wanted to
Move to Australia!!! Alex’s Scribbles
Internet Writing
Click here
Slide16 : So, let’s explore… http://coiropreschool.wikispaces.com Refer to your handout for a notetaking guide. Please feel free to explore, talk, share, and ask questions!
Impact of Computer Use and Software Technologies on Literacy Development of Preschoolers : Impact of Computer Use and Software Technologies on Literacy Development of Preschoolers
Impact of computer use on oral language development : Impact of computer use on oral language development Computers can serve as catalysts for social interaction, cooperation and conversations related to children’s work (Clements, Nastasi, & Swaminathan, 1993; Nastasi, 1993).
Computer play encourages longer, more complex speech and the development of fluency (Davidson & Wright, 1994).
Children tend to narrate what they are doing as they draw pictures or more objects and characters on the screen (Bredekamp & Rosegrant, 1994).
Computer use fosters greater language production (increased number of spoken words a minute), number of foreign language words learned, and amount of communication to teach other students (Pierce, 1994).
Impact of preschool computer use on concepts of print, phonological awareness, and phonics : Impact of preschool computer use on concepts of print, phonological awareness, and phonics Research in this area is not as rich or current and many studies show no difference compared to control group or suggest that teachers make the difference rather than one program or another (Coiro et al., 2003).
Specific reading skills, particularly school language and rhyming, can be taught using drill and practice software (Gore, Morris, Mass, & Anderson, 1989).
Computer use positively impacted early literacy skills such as letter naming, beginning word recognition, and interpreting symbols, letters, and words (Pierce, 1994).
Impact of preschool computer use on concepts of print, phonological awareness, and phonics : Impact of preschool computer use on concepts of print, phonological awareness, and phonics Preschoolers in Holland increased blending skills and carried over their skills to foster decoding proficiency in Grade 1 (Reitsma & Wesseling, 1998).
Autistic preschoolers in the U.S. increased time on task and ability to read and match words compared to those in control group (Williams, Writing, Callaghan, & Coughlan, 2002).
Special education preschoolers in Israel increased skills in phonological awareness, letter naming, and word recognition (Mioduser, Tur-Kaspa, & Leitner, 2000).
Impact of computer use on preschooler’s vocabulary and background knowledge : Impact of computer use on preschooler’s vocabulary and background knowledge Another area with less amount of work done - possibly due to other priorities.
3 and 4 year olds who used computers with supporting activities had significantly greater gains in intelligence, verbal skills, structural knowledge, long-term memory, and conceptual skills (Haughland, 1992).
Impact of preschool computer use on exploration and play : Impact of preschool computer use on exploration and play
Computers provide a private place for children to practice without fear of public failure (Bredekamp & Rosegrant, 1994).
Computers allow young children to represent, manipulate, and act on variables not possible in the physical world (Clements, 1998; Seng, 1998).
Computers provide a different source of “multisensory / multimedia experiences” that can enhance, extend, and augment a child’s learning experience (Thovenelle & Bewick, 2003).
The teacher’s role is to create an environment that fosters awareness and exploration and then support as appropriate (Davidson & Wright, 1994).
Impact of Computer Use on Logic, Critical Thinking, and Problem Solving : Impact of Computer Use on Logic, Critical Thinking, and Problem Solving
Technology offers multiple ways to solve a problem and multiple paths to a goal (Clements, 1999).
Computer use helped children to…
move from concrete to symbolic representational thought (Pierce, 1994);
to show more sophistication in classification and logical thinking (Clements & Nastasi, 1993) and;
Improve their spatial problem solving, logical problem solving, concentration, and memory (Haughland, 1992).
Impact of Preschool Computer Use on Social Interaction : Impact of Preschool Computer Use on Social Interaction
Computers contribute to social development (NAEYC, 1996) as children share leadership roles and initiate interactions more frequently (Clements, 1994; Haughland & Wright, 1997)
Compared to more traditional activities, such as puzzle assembly or block building, the computer elicits more social interaction and different types of interaction (Clements, Nastasi, & Swaminathan, 1993).
Impact of Preschool Computer Use on Social Interaction : Impact of Preschool Computer Use on Social Interaction
Computers are more effective when used in classrooms and connected to authentic daily learning activities compared to computer lab (Davis & Shade, 1999).
A well-designed computer center can promote almost as much social interaction as dramatic play and for some children it offers a unique medium that taps their ability to creatively collaborate with their peers (Anderson, Hilton, & Wouden-Miller, in press)
For many children, the computer is a catalyst for information sharing, language development, and decision making (Wright, 1994; Sarama & Clements, 2001; Fischer & Gillespie, 2003).
Impact of Preschool Computer Use on Connecting Reading and Writing : Impact of Preschool Computer Use on Connecting Reading and Writing
Word processing encourages writing and motivation to improve writing skills (Clements & Nastasi, 1993).
A word processor provides scaffolding (Clements & Nastasi, 1993); allows children to compose and revise text without being distracted by the fine motor aspects of letter formation (Davis & Shade, 1994);