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Chapter 7. Literacy education in the digital age

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Article
This paper examines teachers’ perceptions about using electronic books (e-books) in early childhood education to improve students’ literacy skills. Semi-structured interviews were conducted with 13 teachers in three different schools for this aim. Thematic analysis technique was used to analyze the views. The findings suggest that teachers’ perceptions of e-books are generally positive. During the interviews, most of the teachers stated that using e-books in early childhood increased the students’ interest in reading and their reading competencies. As a mechanism for rewarding, electronic badges integrated into the e-books were reported as a positive factor increasing the students’ interest in reading. However, technical problems and parents’ limited guidance were reported as the biggest challenges for the students and the teachers in the study.
Chapter
Reading from digital screens has become increasingly common practice in educational and recreational reading. The response to this digital shift has been twofold. Some suspect it will harm children's ability to perform deep reading; others highlight its potential to support reading among different groups. Digital reading tools, such as fiction with multimedia hyperlinks, could engage particularly reluctant readers or children from low-literate families. This chapter presents the results of an experimental, mixed-method study that identifies hyperlink type and frequency desirability in literary texts. A comparative analysis of respondent perspectives revealed that teachers mark on average more explanatory and enriching hyperlinks than pupils. Pupil and teacher hyperlink type desirability are significantly influenced by respectively literary genre and reading motivation, and importance of pupil reading motivation and media use. Pupil and teacher explanatory hyperlink frequency are significantly influenced by respectively literary genre, and importance of pupil reading motivation.
Conference Paper
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Studie analyzuje možnosti implementace technologií do edukačního procesu z pohledu učitele a žáka. Společnost prosazuje nasazování digitálních zařízení do výuky a v současnosti lze pozorovat již téměř tradiční způsob zapojení informačních technologií prostřednictvím interaktivních tabulí a probíhá implementace mobilních dotykových zařízení do výuky. Avšak vzhledem k rychlému vývoji informačních a komunikačních technologií je nutné přemýšlet i o dalších možnostech zapojování technologií do výuky, např. bezdotykové technologie, rozšířená realita, edukační robotika. Společně s technologiemi musí nastávat i změna metod a forem výuky (např. BYOD, DIY) na straně učitele, i rozdílných způsobů vnímání výukového obsahu a samotného učení na straně žáka. The study analyzes the possibility of implementation technologies into the educational process from the perspective of the teacher and the pupil. The society promotes the deployment of digital equipment in teaching and currently it can be seen almost traditional way of involving information technology through interactive whiteboards and ongoing implementation of mobile touch devices into the classroom. However, due to the fast progress of information and communication technologies, it is necessary to think about other possibilities involving technology into the classroom: contactless technology, augmented reality, robotics education. Together with technologies must be also changed didactic methods and forms (eg. BYOD, DIY) of teachers, and as well as different ways of perception learning content and learning on the side of the pupil.
Chapter
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This chapter aims to help preservice teachers consider the possibilities for embedding technology into teaching. After reading this chapter you should be able to: 1. Understand the role of technology in education. 2. Identify technological applications and resources used in classrooms today. 3. Be aware of how you might embed technology through a range of teaching and learning strategies. 4. Evaluate technological tools to support teaching and learning. 5. Understand possible challenges and barriers you may face as a new teacher using technology.
Article
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This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers with reading, motivation, and/or behavioural difficulties. La motivation des lecteurs débutants et les textes qu’ils choisissent de lire ont un impact sur leur succès en littératie et sur leur volonté de prendre part à des activités de lecture au cours des années du primaire. Cette étude s’est penchée sur les expériences de lecture de livres électroniques de huit élèves de première année. Huit élèves ont reçu 10 séances de 25 minutes avec les logiciels sur une période de 15 semaines. Des données qualitatives ont été recueillies auprès des élèves, des enseignants et des parents par l’entremise de questionnaires, d’entrevues, d’observations et de notes. Les résultats suggèrent que les livres électroniques sont prometteurs pour stimuler la motivation des lecteurs débutants.
Article
Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children’s opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15 girls) from nine Head Start classrooms assigned to one of the three conditions participated over an 8-week period. Mean differences in target words learned in total and by mode in each condition were statistically significant in favor of the e-book-enriched environments. Differences in word learning between e-book environment conditions were clinically significant. Mean differences in words learned by total and by mode for children with varying levels of vocabulary knowledge (low, average, high) showed that those in e-book–enriched classrooms learned about 25% of the target words with children with low vocabulary showing comparable gains. Results suggest added value of e-books in the early literacy environment: (1) affording children more exposure to target words to their advantage, (2) creating a choice of reading material in the early literacy environment, and (3) providing built-in scaffolds (e.g., hotspots) that may carry some of the teaching load of vocabulary instruction.
Article
This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements and design sketches, show that ICT is mainly conceptualised as either a possibility in the support of specific competences (such as language development) or a threat to, for example, the notion of real communication and also to well-established conceptualisations of preschool practice.