Using technology to support early literacy development

Only half of practitioners are confident using touch screens to share and enjoy stories with children, the National Literacy Trust has revealed. What support is available to help professionals make the most of this valuable teaching tool? Clare McGread gives an overview.

According to practitioners, using technology can support the early literacy development of pre-school children, including those children with special educational needs and disabilities (SEND).

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      string(5814) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.MOBILE DEVICES IN EARLY LEARNINGKeywordsMobile devices,Early Learning,portable,iPads, tablets,children, literacy,numeracy,communicationskills, schools,lessonsSummaryThis report published by Stranmillis University College has been found that the use of portabledevices such as iPads and other tablets in the classroom can have a positive impact on thedevelopment of young children’s literacy, numeracy and communication skills.According to the report, iPads were provided for use in classes for specific lessons, with teachers alsoreceiving iPads for monitoring and recording pupil progress, with some schools also providing tabletsto pupils for use across lessons, to facilitate personal ownership. In early phases, the study focusedon Primary 1 and 2 children, aged 4 to 6 years, with the later phases extending the age range to 8years old, in Primary 4.The study found children’s confidence and ownership of the learning process was enhanced by thetechnology, with improvements noted in children’s creativity, technical, social, citizenship, and finemotor skills. Improvements were also found in the staff, with motivation and enthusiasm of teacherssaid to have been positively impacted with the tablets.Main Findings:■ The study’s findings showed that, in the five participating schools, all of which were located incatchment areas of high social deprivation and academic under-achievement, the introduction ofdigital technology has had a positive impact on the development of pupil literacy and numeracyskills. And, contrary to initial expectations, principals and teachers also reported that their usehad enhanced children’s communication skills, acting as a stimulus for peer to peer and pupil toteacher discussion.■ For the most part, principals and teachers in the participating schools believe that the introductionof digital technology has had a positive impact on the development of children’s literacy andnumeracy skills.■ Contrary to initial expectations, principals and teachers report that the use of iPads in theclassroom has enhanced children’s communication skills. In many lessons, particularly wherepupils were sharing iPads, there was a high level of discussion.■ The use of iPads has had a positive impact on reading and writing, particularly with the creation ofchildren’s own digital books.■ The iPad has the potential to enhance children’s numeracy skills in a more engaging and excitingway than traditional approaches.■ Digital technology complements existing teaching approaches in numeracy rather than replacesthem.■ Open-ended apps encourage pupil choice within a range of literacy and numeracy basedWeek Commencing 30th May 2017http://www.stran.ac.uk/media/media,756133,en.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.activities.■ Children’s fine motor skills are reinforced when they use a stylus to practise letter formation onscreen.■ Principals and teachers agree that digital devices have the potential to complement all areas ofthe curriculum and that schools are yet to realise the full potential of these devices. ? The iPadsupports the development of other skills such as recording, taking photographs, web searches,cropping and drag and drop.■ It is believed that digital devices have increased children’s confidence and ownership of thelearning process.■ Children view learning using handheld devices as play and are more highly motivated, enthusedand engaged when tasks are presented on tablet devices.■ There is potential for iPads to support the learning needs of children who require additionalsupport.■ There is evidence of a range of levels of competency and creativity in the use of digital technologyby teachers and pupils both across schools and within schools.■ Boys appear to be more enthused when using digital technology, particularly when producingpieces of written work.■ Principals and teachers believe that the introduction of iPads has had a positive impact onteachers’ motivation and enthusiasm.■ Although teachers were initially nervous about using digital technology, there was evidence tosuggest that teachers had developed their confidence and competence throughout the project.■ Teachers are continuing to review their practice in order to identify how, and where, they caninclude the use of digital technology to support their teaching.■ Recording and monitoring children’s progress directly onto a tablet device had proved beneficial,particularly with regard to teacher workload.■ The iPad also has the potential to offer rich resource material for the Irish Medium sector.■ In all of the schools, iPads are used at the discretion of the class teacher and this often involvescollaborative use.■ The majority of children expressed a preference for collaborative use, claiming that it was “morefun” or that it was “kind” to share.■ Children showed great awareness of the care required when using portable devices.■ Most principals hope to extend and develop the use of digital technology throughout the school.■ Principals had included, or were planning to include, the use of iPads in their School DevelopmentPlans.■"
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Digital Learning

Mobile Devices In Early Learning

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      string(2263) "accommodate or create such a sensory room – Three Ways School funds its room through sustained fundraising and sponsorship – but it is enlightening to see how this model of technology use can provide extra stimulation to children with special educational needs.The use of technology in early years can provide new scope and opportunities for work across the board – from giving children with SEN and disabilities a new way of engaging, through to assisting staff with the day-to-day administrative tasks. While some settings will continue to find it difficult to access full funding for technology updates, it is clear that the paper-and-picture approaches that staff have been creating for years will be gradually replaced with adaptable apps that appeal to each child’s individual preferences. Some children will, of course, continue to prefer real boards to the on-screen options, finding them easier to understand or preferring the tactile sensations of laminates. Technology, however, is now firmly embedded in SEND policy and practice – the genie is well and truly out of the bottle – and the exciting new innovations will play an increasing role in the complex picture of providing excellent support to children with SEN and disabilities.Karensa LeithReferencesBritto et al. (2016) Nurturing care: promoting early childhood development’ The Lancet, OctoberDART (2013) Getting the most out of technology: advice from, and for, parents, The University of EdinburghDepartment for Education/ Department of Health (2015) Special educational needs and disability Code of Practice: 0-25, London: DfE/DoH Department for Education (2014) Early Years: Guide to the 0 to 25 SEND Code of PracticeFormby, S. (2014) Practitioner perspectives: Children’s use of technology in the Early Years, Pearson & the National Literacy Trust,  MarchJary, S. (2016) ‘How much screen time is healthy for children?’, Tech Advisor, September Ofsted (2015) Early Years Report, London: OfstedThe National Autistic Society (2016) Using technology – guidance for parents, www.autism.org.ukwww.ofcom.org.uk"
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Assistive Technology

Technology in the Early Years: enhancing SEND policy and practice

13 Mar 2017

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      string(5825) "this study researchers introduced iPads to a primary school reception centre, a children’s centre and a special school and suggested that technology has the potential to support different mediums used to support literacy such as stories and importantly personalization. iPads had a positive impact on literacy development and provided an array of opportunities for children and teachers to speak and listen to each other. Currently, a collaboration between The Massachusetts Institute of Technology (MIT), Tufts and Georgia State Universities is trying to understand the impact that technology (tablets in particular) might have in supporting reading preparedness of children between four and eleven years old in under-resourced educational settings in Africa, the United States and slums in India. Findings are promising, showing that a platform to deliver reading content can benefit students across diverse under-resourced educational settings. Despite challenges faced by each study population (i.e., no access to schools; or schools with 50-100:1 student-teacher ratios in developing countries; or low socio-economic at-risk communities in developed countries), three independent literacy and vocabulary pilot assessments suggest better student performance overall. This includes better letter and word recognition, when compared to similar grade students who did not have access to the tablets (Breazeal et al, 2016, p.19). In the same realm, a study of pre-schoolers in Australia who had greater access to touch screens were found to have higher letter and sound knowledge and name writing skills than those without (Nuemann, 2014).Furthermore, a study exploring the attentiveness, impulsivity, learning and emotional effects of touch screen environments on children aged four to seven showed that the introduction of digital devices resulted in no difference in the concentration spans and problem-solving capabilities of children compared to the use of traditional toys, such as drawing or playing with building blocks (Kilman, 2015). As regards the array of arguments put forward by a number research studies that technology distracts from physical play and social interaction, according to research by Plowan et all in 2012, these are not necessarily valid.  Conclusion Investment in technology seems to offer solutions for inclusion and equity of access, particularly for children from socio-economically disadvantaged families. Given the conclusions of scientific research that suggest supporting learning in early childhood provides greater returns in later life, we might conclude that the earlier the integration of technology and learning happens the better. Despite the potential, aspiration and hope for technology’s contribution to tangibly raise the achievement of basic skills such as reading, this has not been matched by initiatives to explore possibilities and test outcomes in Early Years settings. The use of technology in classrooms can have a positive impact if it is used effectively; to a large extent this will be dependent on the quality of teaching. Effective schools will be able to use technology more effectively, less effective schools will not necessarily be able to fulfil its full potential. Technology can act as a catalyst for powerful change. Progress is about focusing on how we can bring that change about and how it can be practically delivered. Siraj-Blatchford and Siraj-Blatchford (2000) and the research by the Education Endowment Foundation (2012) offer the following useful directions, which can provide a framework for implementing and developing technology in the early years setting: Ensure an educational purpose – Uses of technology can be as simple as the use of a telephone to promote imaginary play, the benefits of which are well documented. Applications should promote children in a range of different areas, including creativity, self-expression and language. Siraj-Blatchford and Siraj-Blatchford refer to the Millie’s ‘Make a bug’ application and particularly emphasise the benefits of its free-play mode. They raise concerns however, about applications which are designed with narrow educational aims such as use of language and drill-and-practice programmes which, they say are too teacher directed and appeal to children’s’ extrinsic motivation, i.e. praise by an adult or a smile, etc.Promote collaborative use – Technology can inspire communication not restrict it.  Children using an application together requires their joint attention and sharing. It offers the opportunity for children to use argumentation and resolve any potential conflict; for younger children the intervention of an adult will ensure effective use.Integrate with other aspects of the curriculum to enhance learning – The use of technology should be part of other learning activities and play rather than a separate activity completed in a separate room full of computers. Integrating technology can also provide a greater range of visual and audio artefacts than a nursery might usually hold. 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Assistive Technology

Resolving the row over early years technology

20 Jun 2017

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      string(5820) "study researchers introduced iPads to a primary school reception centre, a children’s centre and a special school and suggested that technology has the potential to support different mediums used to support literacy such as stories and importantly personalization. iPads had a positive impact on literacy development and provided an array of opportunities for children and teachers to speak and listen to each other. Currently, a collaboration between The Massachusetts Institute of Technology (MIT), Tufts and Georgia State Universities is trying to understand the impact that technology (tablets in particular) might have in supporting reading preparedness of children between four and eleven years old in under-resourced educational settings in Africa, the United States and slums in India. Findings are promising, showing that a platform to deliver reading content can benefit students across diverse under-resourced educational settings. Despite challenges faced by each study population (i.e., no access to schools; or schools with 50-100:1 student-teacher ratios in developing countries; or low socio-economic at-risk communities in developed countries), three independent literacy and vocabulary pilot assessments suggest better student performance overall. This includes better letter and word recognition, when compared to similar grade students who did not have access to the tablets (Breazeal et al, 2016, p.19). In the same realm, a study of pre-schoolers in Australia who had greater access to touch screens were found to have higher letter and sound knowledge and name writing skills than those without (Nuemann, 2014).Furthermore, a study exploring the attentiveness, impulsivity, learning and emotional effects of touch screen environments on children aged four to seven showed that the introduction of digital devices resulted in no difference in the concentration spans and problem-solving capabilities of children compared to the use of traditional toys, such as drawing or playing with building blocks (Kilman, 2015). As regards the array of arguments put forward by a number research studies that technology distracts from physical play and social interaction, according to research by Plowan et all in 2012, these are not necessarily valid.  Conclusion Investment in technology seems to offer solutions for inclusion and equity of access, particularly for children from socio-economically disadvantaged families. Given the conclusions of scientific research that suggest supporting learning in early childhood provides greater returns in later life, we might conclude that the earlier the integration of technology and learning happens the better. Despite the potential, aspiration and hope for technology’s contribution to tangibly raise the achievement of basic skills such as reading, this has not been matched by initiatives to explore possibilities and test outcomes in Early Years settings. The use of technology in classrooms can have a positive impact if it is used effectively; to a large extent this will be dependent on the quality of teaching. Effective schools will be able to use technology more effectively, less effective schools will not necessarily be able to fulfil its full potential. Technology can act as a catalyst for powerful change. Progress is about focusing on how we can bring that change about and how it can be practically delivered. Siraj-Blatchford and Siraj-Blatchford (2000) and the research by the Education Endowment Foundation (2012) offer the following useful directions, which can provide a framework for implementing and developing technology in the early years setting: Ensure an educational purpose – Uses of technology can be as simple as the use of a telephone to promote imaginary play, the benefits of which are well documented. Applications should promote children in a range of different areas, including creativity, self-expression and language. Siraj-Blatchford and Siraj-Blatchford refer to the Millie’s ‘Make a bug’ application and particularly emphasise the benefits of its free-play mode. They raise concerns however, about applications which are designed with narrow educational aims such as use of language and drill-and-practice programmes which, they say are too teacher directed and appeal to children’s’ extrinsic motivation, i.e. praise by an adult or a smile, etc.Promote collaborative use – Technology can inspire communication not restrict it.  Children using an application together requires their joint attention and sharing. It offers the opportunity for children to use argumentation and resolve any potential conflict; for younger children the intervention of an adult will ensure effective use.Integrate with other aspects of the curriculum to enhance learning – The use of technology should be part of other learning activities and play rather than a separate activity completed in a separate room full of computers. Integrating technology can also provide a greater range of visual and audio artefacts than a nursery might usually hold. Siraj-Blatchford and Siraj-Blatchford provide a powerful example of a child in a nursery who was unable to read but astounded nursery staff when he found a website that showed a live link to an owl’s nest and watched owl babies being fed and cared for by parent owls for the whole morning. As part of the curriculum, professional development for introducing technology seems to be successful when used about 3 times a week if not for more than a period of about 5 – 10 weeks. It can be"
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Leadership

Are children ever too young for technology?

26 Sep 2017