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

26 May 2017

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Assistive Technology

Resolving the row over early years technology

20 Jun 2017

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Leadership

Are children ever too young for technology?

26 Sep 2017

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      string(400) "... summative anddiagnostic information can beprovided. A saved or printedversion of the work can be kept asa record.■■■■■■■http://www.teachingtimes.comThis month’s FeaturesICT can support and enhance thestudy of literary texts, for exampleby using a split screen to look atdifferent texts or using grammarchecks to analyse texts.How technology ..."
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      string(5730) "This month’s FeaturesUsing ICT to teach literacyEffective use of ICT in English lessons offers thepotential to transform teaching and learning.Computers, software, cameras and a range of ICTdevices such as interactive whiteboards can all maketeaching more effective and more fun for the pupils.When used appropriately, ICT can provide pupils withunique opportunities to assist and progress literacyand allow the teacher to access a wide range ofinformation in various formats…There are many benefits tousing ICT to teach literacy:It allows the teacher to produceand modify resources quickly andeasily.It allows access to a wide range ofinformation in different formats.The pupils can engage directlywith the area of literacy they arefocusing on.Teachers can use different drafts toassess how work is progressing andwhat input is needed.■■■■Some software is able to assess thechildren’s work and provide usefulinformation.Using a large screen or overheadprojector the teacher can focus thechildren’s attention on differentaspects of the text.The number of activities andresources related to literacy andICT is enormous – and because ofthis, literacy teachers need to judgecarefully when and why they shoulduse ICT. As a rule of thumb, ICT■■ should be only used if it allows theteacher or pupils to do something theywould not otherwise have been ableto do, or if it improves the process ofteaching or learning.For example, using ICT:Pupils can engage with text inways not possible with paper basedmaterials.■Pupils can experience theinterrelated nature of differentareas of language – speaking andlistening, writing and reading.Pupils can focus on the contentsat different levels – word, sentenceand text level.The development of reading andwriting can be enhanced – throughsimulations, email, fax, theInternet, interactive books etc.Pupils can make links betweenwriter and audience – they areable to adapt the presentationand organisation of their writingto meet the needs of differentaudiences.They can prepare websites andmultimedia presentations.There is flexibility in that the samepiece of work can be used fordifferent pupils in different ways.Teachers can respond to differentstages in pupils’ writing, withsome programs summative anddiagnostic information can beprovided. A saved or printedversion of the work can be kept asa record.■■■■■■■http://www.teachingtimes.comThis month’s FeaturesICT can support and enhance thestudy of literary texts, for exampleby using a split screen to look atdifferent texts or using grammarchecks to analyse texts.How technology enhanceslearningSpeaking and ListeningWith any form of sustained talking,the use of webcams extendsinteractivity, and allows for instantfeedback and reflection on theprocesses involved in talking, both ingroups and individually. In this way,asking and answering questions takeson a whole new dimension.Interactive whiteboardPerhaps one of the most usefultools in the literacy classroom, IWBtechnology opens up classroomcommunication by putting emphasison pupils’ responses. Soundrecording, particularly transportablesound recording devices such as MP3or MP4 formats, support emphasison listening. Meanwhile, the use■ of digital cameras helps the pupils’ability to reflect and comment onthe use of language: gesture, postureand facial expressions are integralelements of speaking. In more formalsituations, video presentations allowpupils to view and review formaland informal presentations from theearliest years.Early readingLearning to read can be a difficultprocess, and pupils can struggleto concentrate when using booksalone. A key benefit of ICT isto increase concentration andattention time of pupils, so helpingwith study. In particular, there isa wide range of software availableto support early reading usingsynthetic phonics. Many pupilsview software differently from ICT– perceiving it to be more exciting.There are lots of audio-basedreading schemes now availableto schools, many of which offersignificant advantages over books.Through the use of ICT-basedphonics books, clear connectionscan be made between sounds andletters on a page. 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Digital Learning

Using ICT to teach literacy

3 Oct 2011

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      string(371) "... approaches to learning. The schools in the survey had aspirations for their pupils to ask questions independently, make connections between ideas, think creatively, challenge and participate effectively, and reflect on their learning. The report also evaluates the impact on pupils’ achievement and personal development.
Leadership Briefing Issue 4.09 (45)"
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Leadership Briefing Issue 4.09 (45)"
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      string(5657) "ResourceLEARNING: CREATIVE APPROACHES THAT RAISE STANDARDSOriginal DocumentLearning: Creative Approaches That Raise Standards. This Ofsted survey evaluates and illustrates how schools use creative approaches to learning. The schools in the survey had aspirations for their pupils to ask questions independently, make connections between ideas, think creatively, challenge and participate effectively, and reflect on their learning. The report also evaluates the impact on pupils’ achievement and personal development.KeywordsCreative approaches to learning, participation, pupils’ achievement, personal developmentSummaryThis Ofsted survey evaluates and illustrates how schools use creative approaches to learning. The schools in the survey had aspirations for their pupils to ask questions independently, make connections between ideas, think creatively, challenge and participate effectively, and reflect on their learning. The report also evaluates the impact on pupils’ achievement and personal development.Key Findings:· In schools with good teaching, there is not a conflict between the National Curriculum, national standards in core subjects and creative approaches to learning. In the schools which were visited for this survey, careful planning had ensured that the prescribed curriculum content for each subject was covered within a broad and flexible framework and key skills were developed. These examples were accompanied by better than average achievement and standards or a marked upward trend.· Pupils who were supported by good teaching that encouraged questioning, debate, experimentation, presentation and critical reflection enjoyed the challenge and had a sense of personal achievement. The confidence they gained encouraged them to develop and present their own ideas with greater imagination and fluency. Approaches developed successfully in traditionally ‘creative’ subjects, such as the arts and English, were often incorporated into other areas, such as science and mathematics.· Inspectors found that the term ‘creativity’ was subject to a variety of interpretations and applications. Teachers were seen to promote creative learning most purposefully and effectively when encouraging pupils to question and challenge, make connections and see relationships, speculate, keep options open while pursuing a line of enquiry, and reflect critically on ideas, actions and results.· In a small number of the schools visited, pupils’ personal development as creative learners was not matched by their progress in core academic skills such as literacy and numeracy. This happened where curriculum planning was not sufficiently well-rooted in the content and skills of the National Curriculum. The acquisition of basic skills remains of fundamental importance.· Pupils made little progress when the outcomes expected were insufficiently challenging and when they received insufficient guidance. Occasionally, teachers failed to grasp that creative learning was not simply a question of allowing pupils to follow their interests; careful planning was needed for enquiry, debate, speculation, experimentation, review and presentation to be productive.· The effective promotion of creative learning depended on the quality of leadership and management and on teachers’ subject knowledge being secure and extensive enough to support pupils’ enquiry, independent thinking and debate.· Good professional development within the school was a key factor in helping teachers to encourage and assess creative approaches to learning and improve their subject knowledge. Externally produced resources and short training courses had limited impact without local training and continuing in-school support.· Whole-school commitment to developing and using technology habitually also enhanced pupils’ confidence and engagement.· Ways of recording and evaluating pupils’ development as learners, rather than their attainment at the end of a unit or a key stage, were not generally well-developed or embedded beyond the Early Years Foundation Stage.· Partnerships that were planned to complement schools’ mainstream curriculum made a positive contribution to pupils’ learning and personal development.· Ofsted’s short survey in 2006 of the Creative Partnerships programme had a significant and positive impact on the way in which schools are now selected and their participation managed and evaluated.ActionRecommendationsAll schools should:· from the Early Years Foundation Stage onwards, ensure that pupils are actively encouraged to ask questions, hypothesise and share their ideas, and that these skills extend into their writing.· in curriculum planning, balance opportunities for creative ways of learning with secure coverage of National Curriculum subjects and skills.· provide continuing professional development to ensure that teachers and support staff have the knowledge, skills and confidence to encourage pupils to be independent and creative learners, and to monitor and assess the effectiveness with which they develop these capabilities.· ensure that all pupils develop skills in technology to support independent and creative learning.· support and sustain partnerships that have the potential to develop pupils of all abilities as confident and creative learners.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedJanuary 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Creative Approaches That Raise Standards

21 Jan 2010