Technology and Literacy

Jason Niemiec

EDUC 604 Reading in the Content Area

Holy Family University

Dr. Gross

04.06.10

Why should we use Technology?• Using a variety of technological can improve fluency and

comprehension (Anderson and Balajthy, 2009; Ediger, 2002; Schweder and Wissick, 2008; Vacca and Vacca, 2008)

• Greater chance for retention if technology is used in the reading curriculum (Ediger, 2002)

• A number of students prefer learning with technology over alternative methods (Mechling, Gast, and Krupa, 2007; Schweder and Wissick, 2008)

• Technology alone cannot have drastic effects on students, but when paired with proven teaching methods, it becomes a valuable resource for teachers (Sokal and Katz, 2008)

• Highly interactive and promotes motivation

Therefore, Teachers…Should be concious

of benefits

Be willing to learn it

Be willing to use it

Technology Hardware• Material devices• Function on their own and usually don’t need the

aid of an extra computer

Software• Programs designed with a focus to overcome a

specific reading difficulty• Can be used at home or in school

Internet• Rely on the Internet to increase literacy• Highly interactive tools that many already know

how to use

Hardware: SMART Board• Interactive whiteboard• Presents lesson on large screen

while using sounds, videos, and

internet• In a study by Mechling,

Gast, and Krupa (2008),

moderately disabled students

were able to learn words more effectively and with greater accuracy on the SMART Board than when taught using Flash Cards.

• Students are able to match objects to printed words and vise versa more effectively (Mechling, Gast, and Krupa, 2007)

• Makes learning materials “come alive” (Williams and McClintic as cited in Mechling, Gast and Krupa, 2008, pg 44)

Hardware: Electronic Books• E-Books have electronic text displayed on a devise• Slightly smaller than a standard textbook, but functions like a real

book• Eliminates students having to carry many large textbooks

• Allows students to access reading assignments at any time• Can’t forget text book• Forfeit leaving a textbook behind

because it is too bulky• Longer and more difficult passages are

read more successfully (Greenlee-Moore and

Smith as cited in Vacca and Vacca, 2008, pg 427)

• Students respond positively to (Ediger, 2002;

Mathews as cited in Vacca and Vacca, 2008, pg 247)

Software: Automatic Speech Recognition

• Program that uses a microphone to record voice of a student reading a passage

• Analyses the speech in real time and gives instantaneous feedback.• Points out errors immediately• Gives immediate suggestions

• The sooner corrections are delivered, the more beneficial for students (Husni and Jamaludin, 2009)

• Students do not need to manually call for help

(Husni and Jamaludin, 2009)

• Eliminates errors going unnoticed• Becoming a disadvantage to education

Software: ARS Cont…

Software: Timed Reading Programs

• Example: “Ace Reader” by StepWare Inc.• Improves fluency while maintaining

comprehension• Reads passage and answer questions• Reading rate and comprehension are charted• Can do eye exercises or forced reading rates• They use a variety of techniques to

accommodate different learning styles and disabilities (StepWare, 2010)

Practice: Forced 265wpm

Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall.

All the king's horses and all the king's men

Couldn't put Humpty together again

Questions• Where did Humpty Dumpty Sit?

a) A Wall

b) A Chair

c) In Dr. Gross’ class

d) He was Standing

• Who tried to put Humpty Dumpty back together?

a) Mrs. Butterworth

b) Bonnie

c) All the King’s Horses and Men

d) Nobody

Internet: Hyperlinks• Hyperlinks are a useful tool!• Provide support for vocabulary challenges• Promote higher cognition (Vacca and Vacca, 2008)

Internet: WebQuests• Structured activities to search certain

knowledge on the internet.• Free to browse embedded links

• Gives a sense of freedom, increasing motivation (Schweder and Wissick, 2008)

• Can imbed learning and organizational tools• Helps promote student condition and literacy

performance (Schweder and Wissick, 2008; Vacca and Vacca, 2008)

Problems and Challenges• Money• Not effective for school use• Not everyone can use technology fluently• Not all educators are supporters• Careful with internet• Glitchy

Overall…• Technology can be a wonderful thing if properly used.• Many resources available• Great way to get students involved in the classroom• Applications will continue to improve (Ediger, 2002)

• Problems with decrease as people debug and more technology is integrated into classrooms

• Teachers should incorporate Technology• Help students prepare for the world• Promote outstanding educational standards• Provide an exceptional education to our Students!

Works Cited• Anderson, Rebecca & Balajthy, Ernest (2009, March). Stories About Struggling Readers and Technology. The Reading Teacher, 62(6),

540-542. doi: 10.1598/RT.62.6.9

• Ediger, Marlow (2002). Computers, Technology, and the Reading Curriculum. Retrieved from ERIC Database (ED 4468 442).

• Husni, Husniza & Jamaludin, Zulikha (2009, June). ASR Technology for Children with Dyslexia: Enabling immediate intervention to support reading in Bahasa Melayu. US-China Education Review , 6(6), 64-70.

• Kolowich, Steve (2010, February 23). News: Highlighting E-Readers - Inside Higher Ed. Retrieved from http://www.insidehighered.com/layout/set/print/news/2010/02/23/ereaders

• Mechling, Linda C., Gast, David L., & Krupa, Kristin (2007, November). Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning. Journal of Autism and Developmental Disorders, 37(10), 1869-82. doi: 10.1007/s10803-007-0361-9

• Mechling, Linda C., Gast, David L., & Krupa, Kristin (2008). Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning. Journal of Special Education Technology, 23(1) p. 34-46.

• Schweder Windy & Wissick, Cheryl A. (2008). Content Area Applications. Journal of Special Education Technology, 23(4), 53-61.

 • Sokal, Laura & Katz, Herb (2008, April). Effects of Technology and Male Teachers on Boy’s Reading. Australian Journal of Education,

52(1), 81-94.

• StepWare (2010). Targeting Specific Challenges. Ace Reader: Electrifying Your Mind. Retrieved from http://www.acereader.com/education/

• Vacca, Richard T. & Vacca, Jo Anne L. (2008). Content Area Reading: Literacy and Learning Across the Curriculum. New York: Pearson.