Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and...
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Integrating Technology and Early Literacy Instructional Strategies
for Children, Teachers, and Families
Integrating Technology and Early Literacy Instructional Strategies
for Children, Teachers, and Families
Patti HutingerPatti Hutinger
Carol BellCarol Bell
Linda RobinsonLinda Robinson
Denita CloverDenita Clover
ProjectsProjects
Early Childhood Emergent Literacy Early Childhood Emergent Literacy Research ProjectResearch Project
Literacy Demonstration (ITLC)Literacy Demonstration (ITLC) LitTECH Interactive OutreachLitTECH Interactive Outreach Early Childhood Emerging Literacy Early Childhood Emerging Literacy
Technology Curriculum (ELITEC)Technology Curriculum (ELITEC) LitTECH OutreachLitTECH Outreach
ResearchResearch Qualitative three year research study involved Qualitative three year research study involved
eight early childhood sites in Illinois 8 teachers eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes and 255 children in 16 half-day preschool classes in rural and urban Illinois)in rural and urban Illinois)
Four different types of classroomsFour different types of classrooms New to technologyNew to technology Technology familiar classroomTechnology familiar classroom Technology familiar classroom (Observation/control site)Technology familiar classroom (Observation/control site) No Technology (Observation/control site)No Technology (Observation/control site)
Key Findings of ResearchKey Findings of Research
Carried on conversationsCarried on conversations Acquiried socialization and communication skills Acquiried socialization and communication skills Used appropriate vocabularyUsed appropriate vocabulary Articulated key conceptsArticulated key concepts Identified environmental printIdentified environmental print AttendedAttended Shared/Took turnsShared/Took turns
Key Findings of ResearchKey Findings of Research
Made judgmentsMade judgments Solved problemsSolved problems Used related literacy materialsUsed related literacy materials ListenedListened Predicted sequence and outcomesPredicted sequence and outcomes Looked at or ‘reading’ a bookLooked at or ‘reading’ a book
Effective Instructional StrategiesEffective Instructional Strategies
Appropriate softwareAppropriate software Curriculum integration with adaptationsCurriculum integration with adaptations Management strategiesManagement strategies
Consistent with NRC RecommendationsConsistent with NRC Recommendations
SoftwareSoftware
Three types of softwareThree types of software· Story based softwareStory based software· Tool and graphics softwareTool and graphics software· Authoring/Multimedia programsAuthoring/Multimedia programs
Early Learning StandardsEarly Learning Standards
ReadingReading Shows beginning understanding of concepts Shows beginning understanding of concepts
about printabout print Begins to develop knowledge about lettersBegins to develop knowledge about letters Demonstrates phonological awarenessDemonstrates phonological awareness Comprehends and responds to stories read Comprehends and responds to stories read
aloudaloud Shows appreciation for books and readingShows appreciation for books and reading
Early Learning StandardsEarly Learning Standards
WritingWriting Uses letter like shapes, symbols, and letters to Uses letter like shapes, symbols, and letters to
convey meaningconvey meaning Represents ideas and stories through pictures, Represents ideas and stories through pictures,
diction, and playdiction, and play Understands purposes for writingUnderstands purposes for writing
Establishing and MaintainingEstablishing and Maintaining
Investigate Investigate implementation and implementation and maintenance in multiple settingsmaintenance in multiple settings
Compare results to original research resultsCompare results to original research results
3 Components of the Model3 Components of the Model
CurriculumCurriculum Technical Assistance to TeachersTechnical Assistance to Teachers Technical Assistance to FamiliesTechnical Assistance to Families
Participants over 3 yearsParticipants over 3 years
17 classrooms, 18 teachers, 438 children17 classrooms, 18 teachers, 438 children 7 classrooms early childhood special 7 classrooms early childhood special
educationeducation 7 pre-kindergarten at risk7 pre-kindergarten at risk 3 inclusive programs3 inclusive programs Teaching experience ranges from 4 - 25 Teaching experience ranges from 4 - 25
yearsyears
Treatment GroupsTreatment Groups
Group 1 (G1) 3 classrooms Year 1 (2 continued in Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 and 3); received training and follow-up Years 2 & 3Years 2 & 3
Group 2A (G2A) 5 classrooms in Year 2 & 3Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2B (G2B) 2 classrooms that participated in Group 2B (G2B) 2 classrooms that participated in
Year 3Year 3 Group 3 (G3) 7 classrooms whose teachers had Group 3 (G3) 7 classrooms whose teachers had
prior experience with modelprior experience with model Group 4 (G4) comparison classroom in Year 3Group 4 (G4) comparison classroom in Year 3
Findings across both studiesFindings across both studies
Carries on a conversationCarries on a conversation Makes judgmentsMakes judgments ListensListens AttendsAttends Predicts sequence and outcomesPredicts sequence and outcomes Shares/Takes turnsShares/Takes turns
Findings continuedFindings continued
Social interaction among children Social interaction among children Social interaction between children and Social interaction between children and
adultsadults Uses appropriate vocabularyUses appropriate vocabulary Solves problemsSolves problems Uses related literacy materialsUses related literacy materials
ConclusionsConclusions
Need for support through technical Need for support through technical assistance and follow-up after trainingassistance and follow-up after training
Changes in children’s learning influences Changes in children’s learning influences effective implementationeffective implementation
Takes the passage of a generous amount of Takes the passage of a generous amount of time to implement an innovation (more than time to implement an innovation (more than one or two years of training)one or two years of training)
MaintenanceMaintenance
Compared G1 teachers with G3 teachers in Compared G1 teachers with G3 teachers in Year 1Year 1 No significant differences between children’s No significant differences between children’s
individual literacy at beginning of study or their individual literacy at beginning of study or their behavior interactions (one exception)behavior interactions (one exception)
Both groups made significant but similar gainsBoth groups made significant but similar gains
Taking a deeper lookTaking a deeper look
G3 teachers participated in training and G3 teachers participated in training and follow-up in subsequent yearsfollow-up in subsequent years Children started at a higher level Children started at a higher level Outperformed other groupsOutperformed other groups Teachers started earlierTeachers started earlier Teachers used more elements of the modelTeachers used more elements of the model
Twice as much literature based softwareTwice as much literature based software Two thirds more graphic and writing softwareTwo thirds more graphic and writing software Greater use of authoring programsGreater use of authoring programs
Results demonstratedResults demonstrated
Technology provides access to literacy Technology provides access to literacy activitiesactivities
Integrated curricular approach used in the Integrated curricular approach used in the model offered a meaningful context for model offered a meaningful context for learninglearning
Children with disabilities as well as children Children with disabilities as well as children at risk made gains in aspects of both literacy at risk made gains in aspects of both literacy and technology useand technology use
Early Reading FirstEarly Reading First Positive impact on Positive impact on
print knowledgeprint knowledge letter knowledge, letter knowledge,
No impact onNo impact on phonological awareness phonological awareness oral language.oral language.
Early Childhood Technology Early Childhood Technology Integrated Instructional System Integrated Instructional System (EC-TIIS)(EC-TIIS)
Early Childhood Technology Early Childhood Technology Integrated Instructional System Integrated Instructional System (EC-TIIS)(EC-TIIS)
Phase 3 Steppingstones ProjectPhase 3 Steppingstones Project Based on Phase 1 and Phase 2 ProjectsBased on Phase 1 and Phase 2 Projects Evidence-Based ContentEvidence-Based Content
EC-TIIS Website ContentEC-TIIS Website ContentNine Online WorkshopsNine Online Workshops
AdaptationsAdaptations Computer EnvironmentComputer Environment Curriculum IntegrationCurriculum Integration Emergent LiteracyEmergent Literacy Expressive ArtsExpressive Arts Family ParticipationFamily Participation Math/Science/Social StudiesMath/Science/Social Studies SoftwareSoftware Technology AssessmentTechnology Assessment
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
EC-TIIS Website ContentEC-TIIS Website Content
Combination of:Combination of: ActivitiesActivities LinksLinks PDF filesPDF files InformationInformation ResourcesResources Performance Indicators Performance Indicators
EC-TIIS Web SiteEC-TIIS Web Site
Registration/Registration/LogInLogIn Main MenuMain Menu Site MapSite Map
EC-TIIS WorkshopsEC-TIIS Workshops
Emergent LiteracyEmergent Literacy IntroductionIntroduction
Position Statements on Early LiteracyPosition Statements on Early Literacy Emergent Literacy ConceptsEmergent Literacy Concepts Stages of WritingStages of Writing
Designing the EnvironmentDesigning the Environment LabelingLabeling Designing Centers for LiteracyDesigning Centers for Literacy Management TechniquesManagement Techniques
EC-TIIS WorkshopsEC-TIIS Workshops
Emergent LiteracyEmergent Literacy Technology IntegrationTechnology Integration
Interactive Commercial SoftwareInteractive Commercial Software• Green Eggs and Ham activity - pdfGreen Eggs and Ham activity - pdf
Tool Use SoftwareTool Use Software• Kid PixKid Pix
Adaptations/CustomizationAdaptations/Customization Adapted BooksAdapted Books Computer AdaptationsComputer Adaptations
EC-TIIS WorkshopsEC-TIIS Workshops
Emergent LiteracyEmergent Literacy AssessmentAssessment
Creating Portfolios with Authoring SoftwareCreating Portfolios with Authoring Software Assessment InstrumentsAssessment Instruments
EC-TIIS GroupsEC-TIIS Groups
Early Childhood Special EducatorsEarly Childhood Special Educators Head Start EducatorsHead Start Educators Child Care ProvidersChild Care Providers FamiliesFamilies University FacultyUniversity Faculty University StudentsUniversity Students ExtendedExtended
Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design3 related multistrand mixed model studies3 related multistrand mixed model studies
Study 1Study 1 Make comparisons to EC-TIIS 2 findingsMake comparisons to EC-TIIS 2 findings Determine effectiveness of workshops on Determine effectiveness of workshops on
large number of diverse userslarge number of diverse users Answer exploratory research questions Answer exploratory research questions
related to web site userelated to web site use Participants are Educators, Families, and Participants are Educators, Families, and
Extended groupsExtended groups
Study 1 MeasuresStudy 1 Measures
Technology SurveyTechnology Survey Classroom Use of TechnologyClassroom Use of Technology Family Use of TechnologyFamily Use of Technology Pre and Post Workshop AssessmentsPre and Post Workshop Assessments Exit SurveyExit Survey
Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design
Study 2Study 2 Confirm and compare the findings of Confirm and compare the findings of
Study 1Study 1 Randomly select participants from Randomly select participants from
Study 1Study 1 Educators and Extended who Educators and Extended who
complete 3 workshopscomplete 3 workshops Families who complete 1 workshopFamilies who complete 1 workshop
Study 2 MeasuresStudy 2 MeasuresStudy 2 MeasuresStudy 2 Measures
Interviews - Teachers, FamiliesInterviews - Teachers, FamiliesSamples of Child ProductsSamples of Child ProductsDigital PicturesDigital PicturesVideoVideoInteresting Incident ReportsInteresting Incident ReportsAction PlansAction Plans
Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design
Study 3Study 3 Explore, confirm and compare Explore, confirm and compare
findings related to use of workshops findings related to use of workshops as:as:
supplement to university courses supplement to university courses stand-alone graduate coursestand-alone graduate course
Study 3 MeasuresStudy 3 Measures Faculty Faculty
SurveySurvey QuestionnaireQuestionnaire
Student Student SurveySurvey Workshop Pre and Post AssessmentsWorkshop Pre and Post Assessments Workshop Exit SurveyWorkshop Exit Survey Performance IndicatorsPerformance Indicators
Data Analysis ProceduresData Analysis ProceduresData Analysis ProceduresData Analysis Procedures
Data from Online Surveys Data from Online Surveys downloaded directly into MySQL downloaded directly into MySQL databasedatabase
Transferred into SPSS for analysisTransferred into SPSS for analysis
Participant Positions N=1280Participant Positions N=1280
PositionPosition nn %%
University StudentUniversity Student 266266 20.820.8
Early Childhood EducatorEarly Childhood Educator 230230 18.018.0
OtherOther 189189 14.814.8
AdministratorAdministrator 145145 11.311.3
Early Childhood Special EducatorEarly Childhood Special Educator 133133 10.410.4
Child Care ProviderChild Care Provider 109109 8.58.5
University FacultyUniversity Faculty 106106 8.38.3
Family MemberFamily Member 2929 2.32.3
Head Start EducatorHead Start Educator 2828 2.22.2
Support PersonnelSupport Personnel 2525 2.02.0
Program AssistantProgram Assistant 2020 1.61.6
Participant Locations N=1280Participant Locations N=1280StateState nn PercentPercent
IllinoisIllinois 268268 20.920.9
FloridaFlorida 101101 7.97.9
Outside U.S. / MilitaryOutside U.S. / Military 9999 7.77.7
North CarolinaNorth Carolina 9797 7.67.6
OhioOhio 6767 5.25.2
CaliforniaCalifornia 5252 4.14.1
MichiganMichigan 5252 4.14.1
New YorkNew York 5252 4.14.1
TexasTexas 3535 2.72.7
KentuckyKentucky 3232 2.52.5
South CarolinaSouth Carolina 2929 2.32.3
PennsylvaniaPennsylvania 2828 2.22.2
n Pre
mean Post
mean t (2-
tailed) Effect Size
95% Confidence Interval for Effect Size
Knowledge I know techniques that can be used to assess young childrenÕs emergent literacy skills.
70 1.11 4.49 44.01a 6.96 (6.04,7.79)
I know how to adapt reading materials for a preschool child who has difficulty turning the pages of a book.
70 2.81 4.46 9.78a 1.74 (1.34,2.12)
Attitude A sign-up method should be used to manage turn-taking at the computer, as well as promoting emergent literacy skills.
70 2.59 4.69 15.02a 2.49 (2.04,2.92)
Emergent Literacy Workshop Assessment Results
n Pre
mean Post
mean t (2-
tailed) Effect Size
95% Confidence Interval for Effect Size
Using labels or environmental print in the classroom promotes emergent literacy.
69 4.07 4.75 4.69a .81 (.46,1.15)
Skill I can design a technology curriculum activity to promote emergent literacy.
70 4.37 4.11 -1.87 -.31 (-.64,.03)
I can arrange the environment so that children have easy access to books and writing materials.
70 2.64 4.67 14.55a 2.41 (1.97,2.84)
ap<.001
Emergent Literacy Workshop Assessment Results
Credit OptionsCredit Options
Continuing Education Units Continuing Education Units (CEUs)(CEUs) Continuing Professional Development Continuing Professional Development
Units (CPDUs)Units (CPDUs) Certificate of CompletionCertificate of Completion Graduate Course - IDT 573Graduate Course - IDT 573