Using Technology to Increase Literacy

The article, "Using Technology to Enhance Literacy Instruction," describes ways that teachers, library specialists, and school districts can use technology to improve student reading and writing. The article begins by addressing some of the new "literacies" that have developed in the 21st Century. These include information literacy, digital literacy, new literacy, computer literacy, computer-technology literacy, critical literacy, and media literacy. These "literacies" refer to the ways that students will gather, interpret, and synthesize data in an era of limitless access to information via the Internet.

The authors propose that teachers can integrate technology into the classroom so as to improve student reading and writing. They also mention that teacher guidance is necessary to help students gain the tools necessary to utilize the different "literacies" mentioned above.

Of the methods used to improve reading instruction among students, books on tape, electronic e-books, and talking books were highly lauded as ways to improve word recognition, decoding skills, and fluency for beginner readers as well as comprehension and insight for more advanced readers. The authors also mention electronically packaged reading instruction software as a way to improve reading.

On the writing side, the authors detail how word-processing and publishing technologies have improved student writing and allowed students to format and present their work in more true-to-life ways, such as class newsletters. Access to the ability to integrate audio and visual effects into student writing serves as a way for students to increase their interest and create multi-layered finished products. In addition, publishing writing to the Web has been shown to increase student investment in writing.

They recommend that teachers take advantage of these technologies as a way to increase students overall literacy. Interestingly, they offer a "differing opinions" section towards the end of their article, where it is mentioned that audiobooks and e-books are no substitute for being read to as a child. The interpersonal reaction that comes from a face to face read-aloud leads to deeper questioning and greater comprehension by students.

I tend to agree with the "differing opinions" when it comes to early childhood reading instruction. I have never believed that technology is a substitute for teaching, and I will resist the movement towards online and distance learning. A face to face interaction will always be better for students. I see technology as "additive;" rather than taking away anything from instruction, technology should "add to" student learning.

That said, from an English Language Learner standpoint, I would love it if all of my textbooks came with audio tracks! English Language Learners will definitely benefit from getting content information both aurally and text-based. Interactive e-books with links to vocabulary, pictures, and videos have the potential to hugely increase ELL comprehension. I would love to create my own class website with lecture notes, pictures, links to definitions and video clips, etc., as well as an interactive space for student discussion.

Writing tools such as word-processing, which seem so simple to many of us, have the potential to affect student effort by removing barriers such as fear of spelling words incorrectly or making grammar mistakes. It is important to teach student show to use the editing software of word processors. Once students are comfortable with the technology, I believe it can help improve student writing greatly.

I also really like the idea of online-publishing. I would love to keep a class wiki on historical topics.

Citation:

Holum, A., & Gahala, J. (2001). Critical issue: Using technology to enhance literacy instruction. North Central Regional Educational Laboratory, Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm