Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
Technology to Support Beginning Readers in K-3
More and more technology is being adopted in the classroom to facilitate student learning. Recent initiatives established by the no child left behind act have strengthened educators desire to ensure that all students achieve an acceptable level of literacy by grade three. As such educators have adopted various techniques including use of technology to support literacy in the classroom. Studies suggest that technology use in the classroom is beneficial for promoting literacy. This report examines the various technologies that are effective and what techniques can be adopted to facilitate student literacy at the K-3 level with regard to literacy.
What Techniques Have Been Tried
Computers are considered "versatile tools" that can support a wide range of scholastic activities including facilitating reading in the classroom (Kerawalla & Crook, 2002). As such more and more classrooms are inundated with technology tools to facilitate learning. Computers are used more often than other forms of technology to facilitate student learning. Multiple techniques have been tried and tested to help educators determine what tools are best suited to facilitate student learning in the classroom. Content contained in classroom computer software programs typically supports core curriculum subjects (Kerawalla & Crook, 2002).
Within the classroom a variety of resources and software materials are made available; techniques include reference or searchable databases, drill and practice exercises where students participate in question and answer sessions, educational game sessions where students are challenged to solve problems within the context of a narrative, electronic book reading where page-turning frames are used so students can enjoy fully illustrated texts, and creative tool use that includes text and image processors to stimulate student reading and reciting (Kerawalla & Crook, 2002: 8).
The no child left behind act has recently committed schools to ensuring that children can read by the end of third grade (Lafferty, 2002) hence more and more schools are incorporation reading research programs using technology to facilitate greater literacy. Other techniques that are being applied resulting from the no child left behind pressure include fully featured online curricula that target specific reading skills (Lafferty, 2002).
Most of these programs focus on skills central to reading including phonemic awareness, vocabulary, text comprehension, phonics and fluency (Lafferty, 2002). Standards-based curriculum and variations of talking books have been used, blending various teaching modalities that incorporate the use of sight, sound and touch in learning (Lafferty, 2002).
Talking books that blend each of the modalities also prove effective for encouraging reading fluency particularly as they enable kids to practice phonemics and reading fluency via electronic books (Lafferty, 2002). There are multiple versions of this including LeapFrog's LeadPad and Compass Learning's PlayBox Theme Time (Lafferty, 2002).
Under What Conditions Were Technologies Effective
Technology proved most effective when utilized in structured classroom settings rather than in the home or other environments (Kerawalla & Crook, 2002). Studies suggest that while parents have strong aspirations that technology in the home would facilitate learning in children K-3 age, most students this age used computers for gaming rather than reading or learning (Kerawalla & Crook, 2002).
Studies further suggest that students felt work processing, educational games and reference CD-ROMs proved most effective for stimulating reading proficiency even at the K-3 level (Kerawalla & Crook, 2002). Interventions in the classroom that proved effective included direct teacher involvement in reading activities and direct orchestration of the content and motive of children's computer activity time (Kerawalla & Crook, 2002). Drill and practice software also resulted in higher achievement rates though not as high as educational gaming (Kerawalla & Crook, 2002).
Conditions that provided an entertaining approach to learning and reading, and include activities that teach the alphabet blend more "seamlessly" into any language arts curriculum; students tend to "find themselves enthralled by the sights, sounds and stories in these enjoyable activities" and hence are more conducive to reading proficiency and learning (Lafferty, 2002: 18). One can conclude based on the research done thus far that technology is most effective in an environment that offers comprehensive and interact tools that encourage full participation and active student engagement.
Many of the programs currently offered in classrooms enable teachers to measure student's progress and align their teaching plans to meet student's needs (Lafferty, 2002). Learners can use…[continue]
"Use Of Technology To Support Beginning Readers In K-3" (2005, November 07) Retrieved October 23, 2016, from http://www.paperdue.com/essay/use-of-technology-to-support-beginning-readers-69811
"Use Of Technology To Support Beginning Readers In K-3" 07 November 2005. Web.23 October. 2016. <http://www.paperdue.com/essay/use-of-technology-to-support-beginning-readers-69811>
"Use Of Technology To Support Beginning Readers In K-3", 07 November 2005, Accessed.23 October. 2016, http://www.paperdue.com/essay/use-of-technology-to-support-beginning-readers-69811
Corporate governance, IT Governance and Information Security Governance IS 8310 Governance, Risk Management and Compliance Governance is the process of empowering leaders to implement rules that are enforceable and amendable. For comprehensive understanding of the term' governance' it is essential to identify the leaders and the set of rules, and various positions that leaders govern. Corporate governance, IT Governance and Information Security Governance embraces a linkage with certain acquiescence system while
Nursing Health Care Informatics "…At the beginning of the 21st century, nursing informatics has become a part of our professional activities…[and has] advanced the field of nursing by bridging the gap from nursing as an art to nursing as a science…" (Saba, 2001, 177). Nursing Health Care informatics relate to and address technology and other cutting edge issues of great interest in the healthcare field. According to the AMIA, Nursing Informatics is
Taken in isolation, some of the new, minimally-invasive procedures are less expensive by far, when analyzed on a procedure-by-procedure basis, than previous significant surgical interventions, as demonstrated below: Procedure Cost Estimated duration of 'cure' CABG 5-7 years PCI (percutaneous coronary intervention 3-5 years Based on the above analysis, it would appear to be clear that a PCI is more cost-effective than CABG procedures. This may not be true when all costs are considered, however. The logic of
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
Strategic Information Technology Plan Oesterlen Services for Youth is an organization that helps troubled youth in Ohio. It consists of a counseling center and a foster care placement program, as well as residential services for both male and female youth for intensive care cases. In order for Oesterlen to continue to help as many youth as possible, it has to be up-to-date on its technology. To that end, it has set
computer systems are used, one has to delve a bit deeper into how those issues occur and what they mean for the people who use computers. Addressed here will be a critique of two articles addressing DNS attacks and network intrusion detection, in order to determine the severity of the issues these attacks are causing and what can be done in order to lessen the risks and protect the
NAFTA Historical Beginning of NAFTA (with specific bibliography) NAFTA Objectives What is NAFTA The Promise of NAFTA NAFTA Provisions Structure of NAFTA Years of NAFTA (NAFTA not enough, other plus and minuses).. Environmental Issues Comparative Statements (Debate) NAFTA - Broken Promises NAFTA - Fact Sheet Based Assessment NAFTA & Food Regulation NAFTA - The Road Ahead NAFTA in Numbers Goal Fulfillment Major Milestones Consolidated Bibliography This study set out to examine the inner workings of the North American Free Trade Agreement. The aim of this study is