Emergent Literacy Skills

Effects of Technology Integration on Emergent Literacy Skills

In highly integrated environments, technology serves both as a tool that enables student-centered learning and as a stage where meaningful learning activities can be played out (Salomon & Perkins, 1996). However, technology is often only integrated on the surface as a tool for the teacher or for research. Computer technology can provide interesting and powerful learning opportunities, but these are not taken automatically, teachers and learning need to learn how to take advantage of these opportunities (Perkins, 1985).

Background

Research indicates that the integration of computer technology can help teachers to build a visual and more interactive learning environment in their classroom

Learning is a personal process that works differently for each individual. Constructivism is a learning theory based in that the knower, according to the mental activity, constructs knowledge. Constructivism can also be thought of as meaning-making where knowledge is rooted in the context of the situation (Skaalid, no date). Within constructivism, learners will construct knowledge that makes sense to them. Humans cannot be given knowledge and immediately understand and use new knowledge, individuals must construct their own knowledge (Piaget, 1953). Acquiring new knowledge depends on current knowledge and understanding. This process occurs within each student at a different pace (Powell & Kalina, 2010). Vygotsky theorizes in social constructivism and shows the importance of social interaction for facilitating learning. Dialogue of material can promote critical thinking and encourage children to construct their own knowledge and meaning (Powell & Kalina, 2010). Multimodal experiences with computers can include images, visual layout, color, sound, and movement, children are able to develop understandings of particular communication events within language based social contexts to construct their knowledge of language and literacy (Jewitt, 2006). Within constructivism is a stress on meaning-making through authentic engagement. Constructivist Theories suggest a close association between

Language education that contributes to learning to read and write, as well as literacy development such as knowledge about language, writing, verbal ability, and the ability to process information (Cviko et al., 2011).

Technology integration. Applying computer technology, including its techniques and products, to facilitate the performance of school curriculum and pedagogy (Seels & Richey, 1994).

Summary

Different articles will be examined to find the effectiveness of technology integration to support emergent literacy skills. Different forms of technology integration will be examined to find if the technology can help educators take technology integration to a level that supports what research has shown to be beneficial. Using technology, teachers should be able to create a classroom and promote learning to diverse learners.

This literature review focuses on different technology programs and models used for the enhancement and building of emergent literacy skills. Effects of different programs and the practicality of the technology in a classroom setting are discussed.

Literature Review The literature review focuses on different technology programs and integration. All studies are focused on students in preschool and kindergarten, ages 4-6 where emergent literacy skills are built.

Technology Integration