I went into this research optimistic and excited for the outcome. Throughout my practicums in Kindergarten and my specialty of Early Childhood Education during my Bachelor of Education, technology was something that was significantly lacking. I learned some amazing skills that I still use today as a TTOC all these years later, but as a love of science and technology in my personal life, my technological toolbox as a teacher was quite empty. After these few weeks of research, I can say that I have certainly added some tools, but not as many as I had hoped.
I found quite a large number of journal articles, magazine articles, blog posts, websites and apps dedicated to helping readers, but these all had a focus on older students who were struggling, but already had the basics in place. When I filtered through all of the information, less and less seemed to relevant to my specific topic: strategies for using technology for teaching emergent readers to increase their fluency and (added as an afterthought later on) their confidence as a reader. When it came down to it, there were only a couple of relevant articles that I was able to find in my few short hours of research, specifically Biancarosa & Griffiths’ article Technology Tools to Support Reading in the Digital Age (2011) which focussed mainly on e-readers and Voogt and McKenney’s Using ICT to Foster (Pre) Reading and Writing Skills in Young Children (2007) which used a program called PictoPal. Both articles are around 10 years old, and technology years are similar to dog years. Both technologies are considered to be out-of-date, but the general findings are still relevant. Both articles stressed the importance of including scaffolding by teachers/parents as well as social interaction and frequent check-ins to increase reading skills. During computer/tablet time in schools, we often tell students to explore on their own, even in Kindergarten, but if we can start focussing on small group instruction/interactions during computer time, maybe we can help those students who are struggling to improve. This has definitely made me think about how I want to incorporate using websites and online tools for pre-reading strategies in the classroom and I would like to treat it more like other subjects, perhaps having it as a learning centre with teacher instruction, much like small reading groups are done.
I would also consider my research a success, as I have found some interesting and engaging tools on the Scholastic website. I honestly never thought to look toward Scholastic for digital learning, but am pleasantly surprised by the quality of their research and the development of their programs and applications. I am excited to use their program in a small group setting someday! I was also very glad to find Tracy Plitz’s Blog up and running. I love the way that she sets up online newsletters each week to let parents know what is going on in her class and what technologies they will be learning or practicing and how it fits into her classroom curriculum. Her blog is how I hope my blog will someday look!
The key leanings and takeaways I have come to realize from this research is that instruction with technology still needs to be paired with adult support. Students today are so adept with technology that we let them take the reigns right from the get-go, but, like any other subject, scaffolding and support throughout is key.
Bibliography
Biancarosa, G., & Griffiths, G. (2011). Technology Tools to Support Reading in the Digital Age. Future of Children, 22:2, 139-160.
Biancarosa and Griffiths used e-readers to help primary students feel confidence with their reading. It discussed the gap in education between students of different socio-economic backgrounds due to availability of extra help as well as technology. They hoped that including e-readers (and newer technology) in the classroom, we could help narrow the gap between students who have ample access to technology and those that don't. I found this article useful in the sense that it solidified some ideas that I already had. It was a little outdated in terms of the technology at the time (e-readers), but the research carries over to apps on tablets, smartphones, etc.
Little Learners. (June 19, 2017). Jolly Phonics - Sounds and Actions. Retrieved from https://www.youtube.com/watch?v=yVyry9jpVjI
Little Learners is a YouTube Channel created by primary teacher Amy, who creates videos explaining to teachers (or parents) various learning and teaching techniques specifically aimed at primary students. The video in the link above is specifically about the Jolly Phonics program that is used in Kindergarten classes throughout BC and the world. She explains each sound and action as well as the reasoning behind why it is taught the way it is. This is such a wonderful resource and I am so glad to have found her channel!
Biancarosa and Griffiths used e-readers to help primary students feel confidence with their reading. It discussed the gap in education between students of different socio-economic backgrounds due to availability of extra help as well as technology. They hoped that including e-readers (and newer technology) in the classroom, we could help narrow the gap between students who have ample access to technology and those that don't. I found this article useful in the sense that it solidified some ideas that I already had. It was a little outdated in terms of the technology at the time (e-readers), but the research carries over to apps on tablets, smartphones, etc.
Little Learners. (June 19, 2017). Jolly Phonics - Sounds and Actions. Retrieved from https://www.youtube.com/watch?v=yVyry9jpVjI
Little Learners is a YouTube Channel created by primary teacher Amy, who creates videos explaining to teachers (or parents) various learning and teaching techniques specifically aimed at primary students. The video in the link above is specifically about the Jolly Phonics program that is used in Kindergarten classes throughout BC and the world. She explains each sound and action as well as the reasoning behind why it is taught the way it is. This is such a wonderful resource and I am so glad to have found her channel!
Piltz, T. (2019). Ideas for Tech Integration & Innovation in the Primary Classroom [Blog]. Retrieved September 20, 2019 from http://mrspiltzkindergarten.blogspot.com/
A teacher blog with technology programs specifically for the primary classroom. It is not reading-specific, but does include some pre-reading and reading resources. She has a lot of other skill building exercises including coding and creating QR codes as well as shows collaborations with other classrooms and bloggers. I will continue to explore this blog for new ideas in bring technology into practice in the primary setting specifically, but also in the library with older students as well.
A teacher blog with technology programs specifically for the primary classroom. It is not reading-specific, but does include some pre-reading and reading resources. She has a lot of other skill building exercises including coding and creating QR codes as well as shows collaborations with other classrooms and bloggers. I will continue to explore this blog for new ideas in bring technology into practice in the primary setting specifically, but also in the library with older students as well.
Scholastic Education: Digital Solutions. Retrieved on September 19, 2019 from http://teacher.scholastic.com/education/digital-solutions.htm
Scholastic F.I.R.S.T. created by Dr. Kay MacPhee is a literacy program focussed on early learning and pre-reading skills. It includes games and activities that help build the skills needed for the "five foundational skills" of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. This is a wonderful resource that I can see myself signing up for if I get my own classroom. As a TTOC, I will keep it on the back burner for now.
Scholastic F.I.R.S.T. created by Dr. Kay MacPhee is a literacy program focussed on early learning and pre-reading skills. It includes games and activities that help build the skills needed for the "five foundational skills" of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. This is a wonderful resource that I can see myself signing up for if I get my own classroom. As a TTOC, I will keep it on the back burner for now.
Tahnk, Jeana Lee. (2014). Why We Need to Embrace Technology in the Classroom Right Now. Huffington Post - News. Retrieved September 20, 2019, from https://www.huffpost.com/entry/technology-in-the-classroom_b_5946570
This article interviews educators and tech gurus about the changing of the world due to technology innovation and how critical it is for students to learn in a new way that embraces these changes. Six reasons for embracing technology in the classroom were: makes information limitless, gives teachers more freedom, adapts to different learning styles, makes learning more flexible. gets students excited, and prepares students for the future. This article gave some practical insights and really helped make it clear how important technology is in our world and why we need to incorporate it more into our schools and classrooms.
Voogt, J. & McKenney, S., (2007) Using ICT to Foster (Pre) Reading and Writing Skills in Young Children, Computers in the Schools, 24:3-4, 83-94.
Voogt and McKenney conducted a small study in the Netherlands that showed growth in reading and understanding through the use of Pictograms. It was noted that scaffolding done by the teacher and adult participation in the students learning (either teacher or parent volunteer) added to the success of students using this program. Much like the journal article above, this study helped solidify the beliefs I have about the importance of using technology in the classroom, the importance of scaffolding, and the importance of human interactions while using technology. The program used, as far as I can tell, no longer exists, but the findings are that pictograms can help young readers become more fluent and that success is found when using technology in the classroom.
Voogt and McKenney conducted a small study in the Netherlands that showed growth in reading and understanding through the use of Pictograms. It was noted that scaffolding done by the teacher and adult participation in the students learning (either teacher or parent volunteer) added to the success of students using this program. Much like the journal article above, this study helped solidify the beliefs I have about the importance of using technology in the classroom, the importance of scaffolding, and the importance of human interactions while using technology. The program used, as far as I can tell, no longer exists, but the findings are that pictograms can help young readers become more fluent and that success is found when using technology in the classroom.
This is a very well done final reading review part c, the annotated collection of resources and links. You did a great job discussing and describing your experiences searching, the challenges in finding the right current and useful approach and support for struggling readers. You did a great job as well in describing and evaluating your individual resources for your visitors who might be looking for a helpful tool. Your advice and praise for scholastic was surprising, I will have to check them out more. Overall, very well done.
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