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Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families. Patti Hutinger Carol Bell Linda Robinson Denita Clover. Projects. Early Childhood Emergent Literacy Research Project Literacy Demonstration (ITLC) LitTECH Interactive Outreach

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Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families

Patti Hutinger

Carol Bell

Linda Robinson

Denita Clover


Projects
Projects Strategies for Children, Teachers, and Families

  • Early Childhood Emergent Literacy Research Project

  • Literacy Demonstration (ITLC)

  • LitTECH Interactive Outreach

  • Early Childhood Emerging Literacy Technology Curriculum (ELITEC)

  • LitTECH Outreach


Research
Research Strategies for Children, Teachers, and Families

  • Qualitative three year research study involved eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes in rural and urban Illinois)

  • Four different types of classrooms

    • New to technology

    • Technology familiar classroom

    • Technology familiar classroom (Observation/control site)

    • No Technology (Observation/control site)


Key findings of research
Key Findings of Research Strategies for Children, Teachers, and Families

  • Carried on conversations

  • Acquiried socialization and communication skills

  • Used appropriate vocabulary

  • Articulated key concepts

  • Identified environmental print

  • Attended

  • Shared/Took turns


Key findings of research1
Key Findings of Research Strategies for Children, Teachers, and Families

  • Made judgments

  • Solved problems

  • Used related literacy materials

  • Listened

  • Predicted sequence and outcomes

  • Looked at or ‘reading’ a book


Effective instructional strategies
Effective Instructional Strategies Strategies for Children, Teachers, and Families

  • Appropriate software

  • Curriculum integration with adaptations

  • Management strategies

    Consistent with NRC Recommendations


Software
Software Strategies for Children, Teachers, and Families

  • Three types of software

  • Story based software

  • Tool and graphics software

  • Authoring/Multimedia programs


Early learning standards
Early Learning Standards Strategies for Children, Teachers, and Families

  • Reading

    • Shows beginning understanding of concepts about print

    • Begins to develop knowledge about letters

    • Demonstrates phonological awareness

    • Comprehends and responds to stories read aloud

    • Shows appreciation for books and reading


Early learning standards1
Early Learning Standards Strategies for Children, Teachers, and Families

  • Writing

    • Uses letter like shapes, symbols, and letters to convey meaning

    • Represents ideas and stories through pictures, diction, and play

    • Understands purposes for writing


Establishing and maintaining
Establishing and Maintaining Strategies for Children, Teachers, and Families

  • Investigate

    • implementation and

    • maintenance in multiple settings

  • Compare results to original research results


3 components of the model
3 Components of the Model Strategies for Children, Teachers, and Families

  • Curriculum

  • Technical Assistance to Teachers

  • Technical Assistance to Families


Participants over 3 years
Participants over 3 years Strategies for Children, Teachers, and Families

  • 17 classrooms, 18 teachers, 438 children

  • 7 classrooms early childhood special education

  • 7 pre-kindergarten at risk

  • 3 inclusive programs

  • Teaching experience ranges from 4 - 25 years


Treatment groups
Treatment Groups Strategies for Children, Teachers, and Families

  • Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 & 3

  • Group 2A (G2A) 5 classrooms in Year 2 & 3

  • Group 2B (G2B) 2 classrooms that participated in Year 3

  • Group 3 (G3) 7 classrooms whose teachers had prior experience with model

  • Group 4 (G4) comparison classroom in Year 3


Findings across both studies
Findings across both studies Strategies for Children, Teachers, and Families

  • Carries on a conversation

  • Makes judgments

  • Listens

  • Attends

  • Predicts sequence and outcomes

  • Shares/Takes turns


Findings continued
Findings continued Strategies for Children, Teachers, and Families

  • Social interaction among children

  • Social interaction between children and adults

  • Uses appropriate vocabulary

  • Solves problems

  • Uses related literacy materials


Conclusions
Conclusions Strategies for Children, Teachers, and Families

  • Need for support through technical assistance and follow-up after training

  • Changes in children’s learning influences effective implementation

  • Takes the passage of a generous amount of time to implement an innovation (more than one or two years of training)


Maintenance
Maintenance Strategies for Children, Teachers, and Families

  • Compared G1 teachers with G3 teachers in Year 1

    • No significant differences between children’s individual literacy at beginning of study or their behavior interactions (one exception)

    • Both groups made significant but similar gains


Taking a deeper look
Taking a deeper look Strategies for Children, Teachers, and Families

  • G3 teachers participated in training and follow-up in subsequent years

    • Children started at a higher level

    • Outperformed other groups

    • Teachers started earlier

    • Teachers used more elements of the model

      • Twice as much literature based software

      • Two thirds more graphic and writing software

      • Greater use of authoring programs


Results demonstrated
Results demonstrated Strategies for Children, Teachers, and Families

  • Technology provides access to literacy activities

  • Integrated curricular approach used in the model offered a meaningful context for learning

  • Children with disabilities as well as children at risk made gains in aspects of both literacy and technology use


Early reading first
Early Reading First Strategies for Children, Teachers, and Families

  • Positive impact on

    • print knowledge

    • letter knowledge,

  • No impact on

    • phonological awareness

    • oral language.


Early childhood technology integrated instructional system ec tiis
Early Childhood Technology Integrated Instructional System Strategies for Children, Teachers, and Families(EC-TIIS)

  • Phase 3 Steppingstones Project

  • Based on Phase 1 and Phase 2 Projects

  • Evidence-Based Content


Ec tiis website content
EC-TIIS Website Content Strategies for Children, Teachers, and Families

Nine Online Workshops

  • Adaptations

  • Computer Environment

  • Curriculum Integration

  • Emergent Literacy

  • Expressive Arts

  • Family Participation

  • Math/Science/Social Studies

  • Software

  • Technology Assessment


Ec tiis website content1
EC-TIIS Website Content Strategies for Children, Teachers, and Families

Combination of:

  • Activities

  • Links

  • PDF files

  • Information

  • Resources

  • Performance Indicators


Ec tiis web site
EC-TIIS Web Site Strategies for Children, Teachers, and Families

  • Registration/LogIn

  • Main Menu

  • Site Map


Ec tiis workshops
EC-TIIS Workshops Strategies for Children, Teachers, and Families

  • Emergent Literacy

    • Introduction

      • Position Statements on Early Literacy

      • Emergent Literacy Concepts

      • Stages of Writing

    • Designing the Environment

      • Labeling

      • Designing Centers for Literacy

      • Management Techniques


Ec tiis workshops1
EC-TIIS Workshops Strategies for Children, Teachers, and Families

  • Emergent Literacy

    • Technology Integration

      • Interactive Commercial Software

        • Green Eggs and Ham activity - pdf

      • Tool Use Software

        • Kid Pix

    • Adaptations/Customization

      • Adapted Books

      • Computer Adaptations


Ec tiis workshops2
EC-TIIS Workshops Strategies for Children, Teachers, and Families

  • Emergent Literacy

    • Assessment

      • Creating Portfolios with Authoring Software

      • Assessment Instruments


Ec tiis groups
EC-TIIS Groups Strategies for Children, Teachers, and Families

  • Early Childhood Special Educators

  • Head Start Educators

  • Child Care Providers

  • Families

  • University Faculty

  • University Students

  • Extended


Phase 3 design
Phase 3 Design Strategies for Children, Teachers, and Families

3 related multistrand mixed model studies

Study 1

  • Make comparisons to EC-TIIS 2 findings

  • Determine effectiveness of workshops on large number of diverse users

  • Answer exploratory research questions related to web site use

  • Participants are Educators, Families, and Extended groups


Study 1 measures
Study 1 Measures Strategies for Children, Teachers, and Families

  • Technology Survey

  • Classroom Use of Technology

  • Family Use of Technology

  • Pre and Post Workshop Assessments

  • Exit Survey


Phase 3 design1
Phase 3 Design Strategies for Children, Teachers, and Families

Study 2

  • Confirm and compare the findings of Study 1

  • Randomly select participants from Study 1

    • Educators and Extended who complete 3 workshops

    • Families who complete 1 workshop


Study 2 measures
Study 2 Measures Strategies for Children, Teachers, and Families

  • Interviews - Teachers, Families

  • Samples of Child Products

  • Digital Pictures

  • Video

  • Interesting Incident Reports

  • Action Plans


Phase 3 design2
Phase 3 Design Strategies for Children, Teachers, and Families

Study 3

  • Explore, confirm and compare findings related to use of workshops as:

    • supplement to university courses

    • stand-alone graduate course


Study 3 measures
Study 3 Measures Strategies for Children, Teachers, and Families

  • Faculty

    • Survey

    • Questionnaire

  • Student

    • Survey

    • Workshop Pre and Post Assessments

    • Workshop Exit Survey

    • Performance Indicators


Data analysis procedures
Data Analysis Procedures Strategies for Children, Teachers, and Families

  • Data from Online Surveys downloaded directly into MySQL database

  • Transferred into SPSS for analysis


Participant positions n 1280

Participant Positions Strategies for Children, Teachers, and FamiliesN=1280


Participant locations n 1280

Participant Locations Strategies for Children, Teachers, and FamiliesN=1280


Emergent Literacy Workshop Assessment Results Strategies for Children, Teachers, and Families


Emergent Literacy Workshop Assessment Results Strategies for Children, Teachers, and Families


Credit options
Credit Options Strategies for Children, Teachers, and Families

  • Continuing Education Units (CEUs)

  • Continuing Professional Development Units (CPDUs)

  • Certificate of Completion

  • Graduate Course - IDT 573


Center website
Center Website Strategies for Children, Teachers, and Families

www.wiu.edu/thecenter


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