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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
  • Early Childhood Emergent Literacy Research Project
  • Literacy Demonstration (ITLC)
  • LitTECH Interactive Outreach
  • Early Childhood Emerging Literacy Technology Curriculum (ELITEC)
  • LitTECH Outreach
research
Research
  • 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
  • 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
  • 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
  • Appropriate software
  • Curriculum integration with adaptations
  • Management strategies

Consistent with NRC Recommendations

software
Software
  • Three types of software
  • Story based software
  • Tool and graphics software
  • Authoring/Multimedia programs
early learning standards
Early Learning Standards
  • 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
  • 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
  • Investigate
    • implementation and
    • maintenance in multiple settings
  • Compare results to original research results
3 components of the model
3 Components of the Model
  • Curriculum
  • Technical Assistance to Teachers
  • Technical Assistance to Families
participants over 3 years
Participants over 3 years
  • 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
  • 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
  • Carries on a conversation
  • Makes judgments
  • Listens
  • Attends
  • Predicts sequence and outcomes
  • Shares/Takes turns
findings continued
Findings continued
  • Social interaction among children
  • Social interaction between children and adults
  • Uses appropriate vocabulary
  • Solves problems
  • Uses related literacy materials
conclusions
Conclusions
  • 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
  • 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
  • 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
  • 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
  • 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 (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

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

Combination of:

  • Activities
  • Links
  • PDF files
  • Information
  • Resources
  • Performance Indicators
ec tiis web site
EC-TIIS Web Site
  • Registration/LogIn
  • Main Menu
  • Site Map
ec tiis workshops
EC-TIIS Workshops
  • 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
  • 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
  • Emergent Literacy
    • Assessment
      • Creating Portfolios with Authoring Software
      • Assessment Instruments
ec tiis groups
EC-TIIS Groups
  • Early Childhood Special Educators
  • Head Start Educators
  • Child Care Providers
  • Families
  • University Faculty
  • University Students
  • Extended
phase 3 design
Phase 3 Design

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
  • Technology Survey
  • Classroom Use of Technology
  • Family Use of Technology
  • Pre and Post Workshop Assessments
  • Exit Survey
phase 3 design1
Phase 3 Design

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
  • Interviews - Teachers, Families
  • Samples of Child Products
  • Digital Pictures
  • Video
  • Interesting Incident Reports
  • Action Plans
phase 3 design2
Phase 3 Design

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
  • Faculty
    • Survey
    • Questionnaire
  • Student
    • Survey
    • Workshop Pre and Post Assessments
    • Workshop Exit Survey
    • Performance Indicators
data analysis procedures
Data Analysis Procedures
  • Data from Online Surveys downloaded directly into MySQL database
  • Transferred into SPSS for analysis
credit options
Credit Options
  • Continuing Education Units (CEUs)
  • Continuing Professional Development Units (CPDUs)
  • Certificate of Completion
  • Graduate Course - IDT 573
center website
Center Website

www.wiu.edu/thecenter

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