Chris Steiling

76100M

Sauer

12/6/96

The Implementation of Technology in Early Literacy Education

Many people see new technologies and wider availability of other forms of technology as tools to promote the skills of literacy. Some, however view these new possibilities only as distractions in the educational process. Either way there are bound to be "profound effects of electronic media including television and computers [on] literate society." (Brandt, 666) The fact is, the same technologies that may be become an invaluable asset can just as easily be a costly distraction. The difference is not in the technology, but in its implementation. Before deciding on implementation of these technologies, mainly television and computers, one first needs to explore the possible benefits and drawbacks.

Literacy used to be such a simple topic. In Accumulating Literacy: Writing and Learning to Write in the Twentieth Century, Deborah Brandt begins with a discussion of a young immigrant girl, Genoa May, in 1898. Her education was quite simple. She went to school until she had learned basic reading, writing, and arithmetic. Her literacy skills were quite minimal, but definitely adequate for someone of her age at that time. (649) This is then compared to the immigrant's great-grandson, Michael May, born in 1981. He had acquired most of those skills before he was sent off to kindergarten. Brandt attributes this dramatic change to a number of factors, among them are the advances in communication technologies.

...we see the dramatically different social contexts in which Genoa May and her great-grandson learned about literacy and its relationship to the world. In the sparse setting of Genoa May's prairie farmhouse, paper, hard to come by, was reserved for her father's church work. In Michael May's print-cluttered suburban ranch home, his parents introduced him to writing and reading amid the background chatter of network television. For members of the same community in which Mrs. May grew up, the ability to write the words of everyday life often marked the end of formal schooling, while for Michael May these same experiences served as preparation for kindergarten. (Brandt 650)

It is evident, with a society on a path like this, that our children will have more expected of them, before they even enter school. This means that to aid in student's survival we need to find the best possible way to help children learn the skills of literacy.

Mike Holderness, in an article entitled "Wisdom beyond years," explores what the future may hold for early education. "The new literacy will involve every child having access to something very much like a computer most of the time." He goes on to quote Professor Ted Wragg of Exeter University as saying "Young children's potential for learning is vastly beyond what even teachers with high expectations believe." (32) He sees these children capable of extreme things if given the proper tools. The question then becomes; What types of technologies, and in what ways should they be used, in order to help today's children learn most effectively?

Before we get ahead of ourselves we need to explore the other side of the issue. In an editorial entitled "Learning to fly (literacy and the entertainment media)," Jay O'Leary warns of the distractions of some of the same technologies. O'Leary discusses his introduction to books as a child; he remembers the thrill of reading books. He sees reading as the single best way to motivate children towards literacy, and the practice of reading as the best way to improve these skills. This is what he attributes his level of literacy to. He then asks, "Would I have been so eager to read about the achievements of the Wright Brothers if I could have flown a simulated bomber in my own living room? I can only answer 'I hope so.' Reading has carried me much farther than any movie or video game has." (2) Such concerns are quite valid. After all, it could sound logical that the best way for a child to improve their reading skills would be to spend more time practicing by reading books.

However, a paper that reviews a number of studies involving CAI (Computer Assisted Instruction) explains how computers can help in a number of ways. In "The Impact of the Computer on the Teaching of Reading: a Selected Review of the Literature," Darter et al. look at a large number of studies, targeting the use of CAI. In the paper they call attention to the fact that "Immediate feedback reinforces correct responses or points out errors needing correction. These advantages are applied to the teaching of reading and offer a multitude of possibilities for assisting students in optimum reading development." (2) The researchers have found that this aspect of computers, while helpful to all, most benefits children with learning disabilities (5). These are the students who need the most help. "Some investigators believed computers were more effective with younger students. However, CAI was very effective with all age groups. The research dealt with various ages and varied from the intellectually handicapped to the gifted and talented. CAI did indeed make a contribution to the learning of each particular age or ability group." (Darter 18) With results like this it would seem extremely beneficial to fallow in Holderness's idea of allowing all children access to computers to improving their literacy skills (32).

We also need to take into account O'Leary's fears of lack of motivation to read. His fears are countered in Darter's report. "Bass et al. (1986) reported that CAI resulted in equal or better achievement in less time with more positive student attitudes than traditional instruction." (Darter 14) This means that the student's improvements do not seem to just be due to the way the computer teaches. A big part of the increased results seems to be due to the increased motivation brought about by computers themselves. (Darter 18) This proves the exact opposite of what O'Leary fears. Darter is quick to point out that the student's success and increased motivation is not from the computers alone but, what he phrases as "teacher/technology combination."

It is this "teacher/technology combination" that is integral to the successful introduction of technology. Many curriculums are not set up to accommodate new technology. "Right now it is impossible and wrong-headed to try to wedge a computer into the traditional courses, the way that they have been taught." (Lederman 54) Without proper set up and planning for computers and televisions in the classroom these devices could become nothing more than high priced distractions. This means that teachers and administrators need to explore changes in the curriculum before just throwing new electronics into the classrooms.

For a look at integrating television into the class work we turn to Kathleen Scholl and her essay "Television Study in the English Curriculum." In her essay Scholl gives teachers a number of suggestions to teachers on including television in the classroom. How to involve the television "depends partly on what the teacher is presently teaching: 6th grade, 10th graders, English literature, language arts, reading? The age and ability of the students along with the course content." (Scholl 34) To some extent television can provide the same benefits as computers. Most of the similarity is evident in the motivation the medium can provide to students. Watching a movie based on a book read in class can lead to interesting discussions. Students may have pictured characters or events quite differently. A discussion on how and why this is possible, and what it means in relation to the story and meaning of the text can be highly rewarding. It can help to motivate the student's reading and encourage critical thinking about the text. This would be a prime example of integrating the technology into the curriculum. Without this discussion, though, the use of the television might not stimulate this thinking in which case it might just be a distraction. Planning like this can have a profound effect on the children's education.

It is important, when starting to place these new technologies, to first get them to the students with which they will have the greatest effect. Darter pointed out that the computer, used correctly, will help anyone learn the skills of literacy. He did, however, point out a few specific groups that were helped more than others. The one group that seems to statistically benefit the most from CAI is made up of younger, high-risk and remedial students. "Hunter and Kearsley (1981) reported a case study at Bennett College in which high-risk and remedial students were particularly assisted in the program. Many students' scores in reading were significantly increased when a teacher/technology combination was used." (Darter 5) The group of high-risk and remedial students are the students, who many would agree, need the most help. It would, then, seem reasonable that if the ones who need the most help, can benefit the most from the computers that this is where we should begin placing the computers. This would, however, only be a jumping point. If computers can help all students significantly, than all students should be given the advantage of working with them.

These computers, as we have learned, should not just be thrown in to the classroom. It is important to redefine the curriculum in these classes to encompass the use of the computer as an invaluable resource. To do this effectively the teachers are going to need to be very familiar and comfortable with computers in general, and specifically with the programs that will be used by the students. This seems somewhat obvious, but is not always the case. Once the teachers understand the capabilities of these new machines, and are given a few examples of ways in which to teach with the computers, they will be able to help tailor new curriculums that integrate the computer. This will help to provide the essential "teacher/technology combination."

There are a number of foreseeable advantages to having the teachers learn about the computers and giving them the opportunity to integrate the computers in their own way. First, the teachers will feel comfortable in using the technology in class. Second is the motivational benefits. The teachers will become more motivated, and this is bound to rub off on to the students. The best learners are motivated students. Thirdly, the teacher will be able to utilize the computers to tailor the lessons to their student's individual needs. Lastly, this will improve the computer competency of all involved. In this day and age it is almost essential to one's future, in just about any trade, to know the basics in dealing with computers. These students will not only be improving their literacy skills, but will also be becoming familiar with the use of computers.

In all of the rush to get new technology into the classroom, something that is extremely important, it is also important not to forget the teachers and curriculums. Forcing this great technology on to teachers that are not ready for it, and into curriculums that do not accommodate it can only be counterproductive. It is significant to bear in mind the teachers after all, "computers serve an important role in reinforcing the learning of reading, but they do not replace human interaction." (Darter 9)

Works Cited