when ebooks go to school
Post on 18-May-2015
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THE BIG QUESTION
Can ebooks of reasonably good quality help children learn to read?
LACK OF EVIDENCE LITERATURE
RESEARCH IN ITS INFANCY
What Do We Know?
The joint posi,on statement offers guidance—based on research-‐based knowledge of how young children grow and learn—on both the opportuni,es and the challenges of the use of technology and interac,ve media.
“When used inten,onally and appropriately,
technology and interac,ve media are
effec,ve tools to support learning and
development.”
NAEYC and Fred Rogers Center Joint PosiOon Statement (2011)
Literacy Affordances
Computer-‐based learning ac,vi,es in language ac,vi,es seemed to induce greater levels of collabora,on and discussions (Dickenson, 1986)
The dynamic nature of mul,media seemed to help children to create mental models more effec,vely and improved comprehension (Kamil et al., 2000)
Using computer soOware seems to benefit the learning of special popula,ons, such as ESL, learning disabili,es and young children (Kamil et al., 2000)
The use of computers in reading and wri,ng seemed to mo,vate children more effec,vely (Kamil et al., 2000)
Affordances of EducaOonal Technologies
Social Affordances
Children are highly mo,vated in computer environments and they enjoy sharing their experiences and strategies with each other (Blanton et al., 2000)
Children exhibit a rich versa,lity of social interac,ons at the computer (HeO and Swaminathan, 2002)
(Brooker, 2002) found that peers frequently supported each other in the learning process & children benefited from “mutually suppor,ve collabora,on.”
The manipula,on of shapes and symbols on screen represents a new form of symbolic play. Children treat digital ar,facts as “concretely” as they do physical play objects (Brooker, 2002)
Affordances of EducaOonal Technologies
What the Literature Says: Ebooks
Reading Engagement
Scaffolding for Emergent Literacy
Ebooks offer an engaging medium for young struggling readers, ease of implementa,on for classroom teachers, and opportuni,es for individual prac,ce for all students.
Young children who would not normally be able to read a book on their own can independently explore text.
READING ENGAGEMENT
3-‐TO-‐6 YEAR OLDS FAVOR EBOOK
SCAFFOLDING Numerous theories of reading development recommend
scaffolding to promote literacy development .
Ebooks provide supports including • digital scaffolding supports (McKenna, Reinking, Labbo, & Kieffer, 1999),
• word pronunciaOon tools to assist students with phonological awareness and decoding of text (Olson & Wise, 1992; Wise et al.,1989),
• pictures cues and read aloud op,ons to enhance comprehension (Doty, Popplewell, & Byers, 2001; Greenlee-‐Moore & Smith, 1996; Maahew 1996; 1997).
Ebooks provide scaffolding through narra,ons, anima,ons and interac,ve media, which support young children who are developing emergent literacy skills.
SCAFFOLDS ASSIST DECODING
Digital Features Designed to Provide Evidence-‐Based InstrucOon
Emergent Literacy Skill
Digital Feature Evidence-‐Based InstrucOonal Technique
Alphabet Knowledge Computer offers leaer pronuncia,on
Adult names leaers
Computer highlights and repeats leaers
Adult points to leaers
Print Awareness Computer provides wriaen text
Adult reads and points to text
Computer reads and highlights text
Computer offers click to turn page and read op,ons on each page
Adult allows child to turn pages or reads requested words on the page
Phonological Awareness
Computer offers word pronuncia,on
Adult blends and segments words
Emergent Literacy Skill Digital Feature Evidence-‐Based InstrucOonal Technique
Use and Understanding of Language
Computer asks ques,ons about book (e.g., who, what, how, when, and where)
Adults asks ques,ons about book (e.g., who, what, how, when, and where)
Characters talk in various voices Adult uses voices to indicate different characters
Comprehension Computer defines words Adult explains word meaning
Computer offers anima,ons to support the text
Adult offers explana,on of what is happening within the story
Computer offers repeated readings of the storybook to support understanding of story plot
Adult offer repeated readings of text to support understanding of story plot
Reading Engagement and Expansion Ac,vi,es
Digital anima,ons, sounds, games, and ac,vi,es within play and read modes
Adult voices, ques,ons, and facial expressions, and reading manipula,ves
Digital Features Designed to Provide Evidence-‐Based InstrucOon
Akron Summit Community Action, Inc.
Ebooks in Akron Ready Steps
hap://akronreadysteps.ning.com/
ESSENTIAL EARLY LITERACY SKILLS
KNOWLEDGABLE TEACHERS
21st CENTURY LEARNING ENVIRONMENT
ENGAGED PARENTS & COMMUNITY
THE CLASSROOM
Phase 1:
Ebook
Phase 2:
Environment
Phase 3:
Engagement
Phase 4:
Instruc,on
DESIGN PROCESS
4 phase study each phase for 6-‐8 weeks
The goal of ‘pujng the lens down on each component’ and in the process developing tools that can help us look more systema,cally at each
component.
eReaders (PDF)
Web Apps (Flash/Java)
Mobile Apps (iPad/Android)
Digital Storybook
Audio Storybook
Video Storybook
Interac,ve Storybook
@brueckj23 EBOOK SPECTRUM
EBOOK QUALITY RATING TOOL
hap://bit.ly/eQRTv4public
HIGH QUALITY EBOOK
Interac,on
Ease of Use
Mul,media
PHYSICAL ENVIRONMENT
LEARNING SPACES
Physical Space (Classroom)
Physical Space (Classroom)
Digital Space
Core Skills
New Context
Learning Space
formal
informal
synchronous
asynchronous
Developed by Mr. David Jakes. Used with permission.
OUR EDGE
EBOOK NOOK
ENGAGEMENT
DEVICE MATTERS
MOBILE: LOOK & TOUCH
TOUCH SCREEN: MOVE & GESTURE
INSTRUCTION
SHARED EBOOK READING
EASY TRANSITION TO EBOOK
Shared eBook Reading Plan
Title: Date:
New Words:
Instructional Segment Plan Notes
Note pre-selected
screens for instruction;
information/ vocabulary
to point out; organization
for mobile reading
Before
Use pocket chart for
introducing target words
• Point out title, author
• Discuss what the story
is about
• Highlight vocabulary
words (Say; Tell; Do)
During • Listen or Read Aloud
• Pause to discuss
• Highlight new words
(as needed)
After • Ask for favorite part
• Repeat new words (as
needed)
• Prepare for mobile
reading
Mobile • Distribute mobile
devices to individuals
or pairs
• Select place to
browse/read
• Monitor engagement
Observations
Note: Keep vocabulary instruction short and simple. (1) Say target words and ask children to
say them. (2) Tell about the word meaning and encourage children to talk about the meaning
a little bit. (3) Use a gesture (if possible) to help children remember the word; invite
children to use the gesture + say the word.
INSTRUCTIONAL RESOURCES
ENLARGE | ENRICH | EXPAND
TEACHER HAND OVER
This small but growing body of lab-‐based and field research suggests that the
signature characterisOcs of ebooks do not appear to interfere with the emerging
literacy skills of most children, and in fact may be promoOng essenOal skill development for some children.
LESSONS LEARNED
SUBSTANTIVE | INSTRUCTIVE
DEFINE | DESCRIBE | EXAMINE
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