B&M 6 What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom
Young children are exposed to many types of media such as television, phones, computers, and iPads. There is a belief that young children who are exposed to technology have a gap in their literacy abilities. Yet this chapter expands on the notion that technology, if used correctly, can be beneficial. As a parent and educator it is important to recognize which types of apps and television shows are quality programs and help develop literacy skills. Children under 2 should not be watching television. Once they are of age, it is important to limit exposure to only 1 to 2 hours of quality programming. Using television shouldn’t replace other activities; it should enhance instruction being taught. Content within the program should reflect the literacy curriculum.
The chapter then discusses two theories on who children learn from media: dual coding theory and theory of media synergy. Dual coding theory is when students take the information through a “verbal route” and through a “nonverbal route.” Students use the nonverbal information to help understand text, but also need verbal cues to become successful readers and writers. Theory of Synergy takes verbal and nonverbal content and ask viewers to seek out common content across media. For example if a child loves a character on television, it may push them to want to explore other areas that have that character: computer games, e-books, and websites.
The example given in this chapter about media integration involves a kindergarten teacher, Mrs. Piper. She is beginning a unit over fairytales and wants to enhance student learning in multimodal approaches. After introducing the book The Three Little Pigs, she shows an episode of Super WHY!. She thoughtfully picked this show because it was about literacy elements they had discussed and introduced other fairly tales. She planned, selected, and implemented media that would further improve the students literacy skills. As teachers, simply adding media/technology to a child’s day does not mean they will learn from it. It has to be selected for specific purposes. Teachers must decide if the media would take away from other learning experiences in the class. Media content should be connected to other literacy aspects that are being learned along with being relevant. Visual cues and verbal statements need to match what is being said on the program. This helps children process and learn new information. Repeating key ideas helps reiterate important elements. Some learning experiences are better done hands on, yet there are times when that is not possible. Therefore students learn best through media exposure.
The information in the chapter gives a brief overview of how media can be effective in classrooms. Teachers must remember to use common sense in selecting materials. Thoughtfully planning lessons and follow up activities with media will add to students literacy skills.
I agree, Kaitlin. Students need exposure to literacy that is put forth by technology, but it has to have a specific purpose. There has to be the right balance between getting students engaged, developing literacy skills, and learning about a topic. Students learn many different ways, and it is important for them to learn both verbal and nonverbal ways of deducing texts. Are there particular programs with technology that you like to use?
4 games - tangrams (manipulate shapes - multiple levels good for PK- middle school!) words (figure out word by looking at the picture like Hangman PK-middle school) masterpiece/art (stencil an image that is projected on the iPad) Newton (science concepts - gravity and directionality)
http://tiggly.com
shapes recognition PK and K addition and counting K - 5
I agree electronic media must have a specific purpose. There was a wonderful colleague of mine in Swampscott, MA middle school who thoughtfully used the Internet and its offerings to enhance students' understanding of many areas they were studying. She taught social responsibility and social justice while teaching the mandated social studies curriculum. I thought she was great. She used movie clips, maps, Quizlet, and other websites via SmartBoard to attract and maintain students' attention. I know that's not young students, but the idea could be transferred to young students as well, using the Internet for their benefit in similar ways.
I agree electronic media must have a specific purpose. There was a wonderful colleague of mine in Swampscott, MA middle school who thoughtfully used the Internet and its offerings to enhance students' understanding of many areas they were studying. She taught social responsibility and social justice while teaching the mandated social studies curriculum. I thought she was great. She used movie clips, maps, Quizlet, and other websites via SmartBoard to attract and maintain students' attention. I know that's not young students, but the idea could be transferred to young students as well, using the Internet for their benefit in similar ways.
I like to use Safari Montage to introduce subjects. You can find short videos over different subjects. I also use it when we are doing a story study. I'll read the book and then show the video of that book. Then we critically discuss how they were the same and different by using a venn diagram. I sometimes use ebooks to share stories, but don't do this all the time because I think the print concept isn't the same with ebooks. Yet it makes it interesting and a different way to introduce books.
I agree with S&H and Kaitlin that multimedia should not be viewed as a babysitter and should be used purposefully. Multimedia should be thoughtfully selected and only used to enhance instruction.
When using videos in my classroom, I try to keep them short (less than 5 min). This makes me use technology sparingly, and not to overly rely on it. I think the teacher's attention during the video is another thing to consider. When teachers grade papers or do other tasks while the video is playing, this gives students license to not pay attention to the video. I try to model engagement when showing multimedia videos.
Great point about teacher's attentiveness. I think even pausing the video to ask questions in a good idea too. You can model critical thinking, comprehension strategies, and good "reader/viewer' behavior.
I love the discussion going! Yes, technology needs to have a limit and a specific reasoning and planning needs to be thought when using it in the classroom. We should educate our children (and also sometimes the parents) that technology can be awesome and have it's time and place, but kids also need to get exercise and engage their brain in other ways.
I am a big fan of interactive technology (especially using iPads). The chapter explained that interactive tech includes software programs, apps, broadcast and streaming media, some children's programming, e-books, the internet, etc. At the store where I work, we have interactive iPad games for kids (Osmo and Tiggly - I can tell y'all more if you want :)) and these games include critical thinking, manipulating of objects, math concepts, spelling, vocabulary, problem solving, and they are just fun!
Another part of the chapter I loved which I wanted to touch on is how media intervention can assist kids who have low language proficiency or are struggling language learners. This is the part that I appreciate the most since I want to work with the strugglers. Educational media, e-books, etc. can benefit students and help them make language gains if they have teacher mediation.
Have y'all used technology to help your lower students or struggling readers?
I have used listening centers to help assist students during reading centers. I have used leapfrog pens to help students read independently. When I do small groups, I sometimes let them use the iPads and use literacy websites while we work.
ReplyDeleteB&M 6 What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom
Young children are exposed to many types of media such as television, phones, computers, and iPads. There is a belief that young children who are exposed to technology have a gap in their literacy abilities. Yet this chapter expands on the notion that technology, if used correctly, can be beneficial. As a parent and educator it is important to recognize which types of apps and television shows are quality programs and help develop literacy skills. Children under 2 should not be watching television. Once they are of age, it is important to limit exposure to only 1 to 2 hours of quality programming. Using television shouldn’t replace other activities; it should enhance instruction being taught. Content within the program should reflect the literacy curriculum.
The chapter then discusses two theories on who children learn from media: dual coding theory and theory of media synergy. Dual coding theory is when students take the information through a “verbal route” and through a “nonverbal route.” Students use the nonverbal information to help understand text, but also need verbal cues to become successful readers and writers. Theory of Synergy takes verbal and nonverbal content and ask viewers to seek out common content across media. For example if a child loves a character on television, it may push them to want to explore other areas that have that character: computer games, e-books, and websites.
The example given in this chapter about media integration involves a kindergarten teacher, Mrs. Piper. She is beginning a unit over fairytales and wants to enhance student learning in multimodal approaches. After introducing the book The Three Little Pigs, she shows an episode of Super WHY!. She thoughtfully picked this show because it was about literacy elements they had discussed and introduced other fairly tales. She planned, selected, and implemented media that would further improve the students literacy skills. As teachers, simply adding media/technology to a child’s day does not mean they will learn from it. It has to be selected for specific purposes. Teachers must decide if the media would take away from other learning experiences in the class. Media content should be connected to other literacy aspects that are being learned along with being relevant. Visual cues and verbal statements need to match what is being said on the program. This helps children process and learn new information. Repeating key ideas helps reiterate important elements. Some learning experiences are better done hands on, yet there are times when that is not possible. Therefore students learn best through media exposure.
The information in the chapter gives a brief overview of how media can be effective in classrooms. Teachers must remember to use common sense in selecting materials. Thoughtfully planning lessons and follow up activities with media will add to students literacy skills.
I agree, Kaitlin. Students need exposure to literacy that is put forth by technology, but it has to have a specific purpose. There has to be the right balance between getting students engaged, developing literacy skills, and learning about a topic. Students learn many different ways, and it is important for them to learn both verbal and nonverbal ways of deducing texts. Are there particular programs with technology that you like to use?
ReplyDeletehttps://www.playosmo.com/en/
Delete4 games - tangrams (manipulate shapes - multiple levels good for PK- middle school!)
words (figure out word by looking at the picture like Hangman PK-middle school)
masterpiece/art (stencil an image that is projected on the iPad)
Newton (science concepts - gravity and directionality)
http://tiggly.com
shapes recognition PK and K
addition and counting K - 5
SUPER resources thank you!!
DeleteI agree electronic media must have a specific purpose. There was a wonderful colleague of mine in Swampscott, MA middle school who thoughtfully used the Internet and its offerings to enhance students' understanding of many areas they were studying. She taught social responsibility and social justice while teaching the mandated social studies curriculum. I thought she was great. She used movie clips, maps, Quizlet, and other websites via SmartBoard to attract and maintain students' attention. I know that's not young students, but the idea could be transferred to young students as well, using the Internet for their benefit in similar ways.
ReplyDeleteI agree electronic media must have a specific purpose. There was a wonderful colleague of mine in Swampscott, MA middle school who thoughtfully used the Internet and its offerings to enhance students' understanding of many areas they were studying. She taught social responsibility and social justice while teaching the mandated social studies curriculum. I thought she was great. She used movie clips, maps, Quizlet, and other websites via SmartBoard to attract and maintain students' attention. I know that's not young students, but the idea could be transferred to young students as well, using the Internet for their benefit in similar ways.
ReplyDeleteI like to use Safari Montage to introduce subjects. You can find short videos over different subjects. I also use it when we are doing a story study. I'll read the book and then show the video of that book. Then we critically discuss how they were the same and different by using a venn diagram. I sometimes use ebooks to share stories, but don't do this all the time because I think the print concept isn't the same with ebooks. Yet it makes it interesting and a different way to introduce books.
ReplyDeleteI agree with S&H and Kaitlin that multimedia should not be viewed as a babysitter and should be used purposefully. Multimedia should be thoughtfully selected and only used to enhance instruction.
ReplyDeleteWhen using videos in my classroom, I try to keep them short (less than 5 min). This makes me use technology sparingly, and not to overly rely on it. I think the teacher's attention during the video is another thing to consider. When teachers grade papers or do other tasks while the video is playing, this gives students license to not pay attention to the video. I try to model engagement when showing multimedia videos.
Great point about teacher's attentiveness. I think even pausing the video to ask questions in a good idea too. You can model critical thinking, comprehension strategies, and good "reader/viewer' behavior.
DeleteI love the discussion going! Yes, technology needs to have a limit and a specific reasoning and planning needs to be thought when using it in the classroom. We should educate our children (and also sometimes the parents) that technology can be awesome and have it's time and place, but kids also need to get exercise and engage their brain in other ways.
ReplyDeleteI am a big fan of interactive technology (especially using iPads). The chapter explained that interactive tech includes software programs, apps, broadcast and streaming media, some children's programming, e-books, the internet, etc. At the store where I work, we have interactive iPad games for kids (Osmo and Tiggly - I can tell y'all more if you want :)) and these games include critical thinking, manipulating of objects, math concepts, spelling, vocabulary, problem solving, and they are just fun!
Another part of the chapter I loved which I wanted to touch on is how media intervention can assist kids who have low language proficiency or are struggling language learners. This is the part that I appreciate the most since I want to work with the strugglers. Educational media, e-books, etc. can benefit students and help them make language gains if they have teacher mediation.
Have y'all used technology to help your lower students or struggling readers?
I have used listening centers to help assist students during reading centers. I have used leapfrog pens to help students read independently. When I do small groups, I sometimes let them use the iPads and use literacy websites while we work.
Delete