Integrating Technology and Early Literacy Instructional Strategies

for Children, Teachers, and Families

Integrating Technology and Early Literacy Instructional Strategies

for Children, Teachers, and Families

Patti HutingerPatti Hutinger

Carol BellCarol Bell

Linda RobinsonLinda Robinson

Denita CloverDenita Clover

ProjectsProjects

Early Childhood Emergent Literacy Early Childhood Emergent Literacy Research ProjectResearch Project

Literacy Demonstration (ITLC)Literacy Demonstration (ITLC) LitTECH Interactive OutreachLitTECH Interactive Outreach Early Childhood Emerging Literacy Early Childhood Emerging Literacy

Technology Curriculum (ELITEC)Technology Curriculum (ELITEC) LitTECH OutreachLitTECH Outreach

ResearchResearch Qualitative three year research study involved Qualitative three year research study involved

eight early childhood sites in Illinois 8 teachers eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes and 255 children in 16 half-day preschool classes in rural and urban Illinois)in rural and urban Illinois)

Four different types of classroomsFour different types of classrooms New to technologyNew to technology Technology familiar classroomTechnology familiar classroom Technology familiar classroom (Observation/control site)Technology familiar classroom (Observation/control site) No Technology (Observation/control site)No Technology (Observation/control site)

Key Findings of ResearchKey Findings of Research

Carried on conversationsCarried on conversations Acquiried socialization and communication skills Acquiried socialization and communication skills Used appropriate vocabularyUsed appropriate vocabulary Articulated key conceptsArticulated key concepts Identified environmental printIdentified environmental print AttendedAttended Shared/Took turnsShared/Took turns

Key Findings of ResearchKey Findings of Research

Made judgmentsMade judgments Solved problemsSolved problems Used related literacy materialsUsed related literacy materials ListenedListened Predicted sequence and outcomesPredicted sequence and outcomes Looked at or ‘reading’ a bookLooked at or ‘reading’ a book

Effective Instructional StrategiesEffective Instructional Strategies

Appropriate softwareAppropriate software Curriculum integration with adaptationsCurriculum integration with adaptations Management strategiesManagement strategies

Consistent with NRC RecommendationsConsistent with NRC Recommendations

SoftwareSoftware

Three types of softwareThree types of software· Story based softwareStory based software· Tool and graphics softwareTool and graphics software· Authoring/Multimedia programsAuthoring/Multimedia programs

Early Learning StandardsEarly Learning Standards

ReadingReading Shows beginning understanding of concepts Shows beginning understanding of concepts

about printabout print Begins to develop knowledge about lettersBegins to develop knowledge about letters Demonstrates phonological awarenessDemonstrates phonological awareness Comprehends and responds to stories read Comprehends and responds to stories read

aloudaloud Shows appreciation for books and readingShows appreciation for books and reading

Early Learning StandardsEarly Learning Standards

WritingWriting Uses letter like shapes, symbols, and letters to Uses letter like shapes, symbols, and letters to

convey meaningconvey meaning Represents ideas and stories through pictures, Represents ideas and stories through pictures,

diction, and playdiction, and play Understands purposes for writingUnderstands purposes for writing

Establishing and MaintainingEstablishing and Maintaining

Investigate Investigate implementation and implementation and maintenance in multiple settingsmaintenance in multiple settings

Compare results to original research resultsCompare results to original research results

3 Components of the Model3 Components of the Model

CurriculumCurriculum Technical Assistance to TeachersTechnical Assistance to Teachers Technical Assistance to FamiliesTechnical Assistance to Families

Participants over 3 yearsParticipants over 3 years

17 classrooms, 18 teachers, 438 children17 classrooms, 18 teachers, 438 children 7 classrooms early childhood special 7 classrooms early childhood special

educationeducation 7 pre-kindergarten at risk7 pre-kindergarten at risk 3 inclusive programs3 inclusive programs Teaching experience ranges from 4 - 25 Teaching experience ranges from 4 - 25

yearsyears

Treatment GroupsTreatment Groups

Group 1 (G1) 3 classrooms Year 1 (2 continued in Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 and 3); received training and follow-up Years 2 & 3Years 2 & 3

Group 2A (G2A) 5 classrooms in Year 2 & 3Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2B (G2B) 2 classrooms that participated in Group 2B (G2B) 2 classrooms that participated in

Year 3Year 3 Group 3 (G3) 7 classrooms whose teachers had Group 3 (G3) 7 classrooms whose teachers had

prior experience with modelprior experience with model Group 4 (G4) comparison classroom in Year 3Group 4 (G4) comparison classroom in Year 3

Findings across both studiesFindings across both studies

Carries on a conversationCarries on a conversation Makes judgmentsMakes judgments ListensListens AttendsAttends Predicts sequence and outcomesPredicts sequence and outcomes Shares/Takes turnsShares/Takes turns

Findings continuedFindings continued

Social interaction among children Social interaction among children Social interaction between children and Social interaction between children and

adultsadults Uses appropriate vocabularyUses appropriate vocabulary Solves problemsSolves problems Uses related literacy materialsUses related literacy materials

ConclusionsConclusions

Need for support through technical Need for support through technical assistance and follow-up after trainingassistance and follow-up after training

Changes in children’s learning influences Changes in children’s learning influences effective implementationeffective implementation

Takes the passage of a generous amount of Takes the passage of a generous amount of time to implement an innovation (more than time to implement an innovation (more than one or two years of training)one or two years of training)

MaintenanceMaintenance

Compared G1 teachers with G3 teachers in Compared G1 teachers with G3 teachers in Year 1Year 1 No significant differences between children’s No significant differences between children’s

individual literacy at beginning of study or their individual literacy at beginning of study or their behavior interactions (one exception)behavior interactions (one exception)

Both groups made significant but similar gainsBoth groups made significant but similar gains

Taking a deeper lookTaking a deeper look

G3 teachers participated in training and G3 teachers participated in training and follow-up in subsequent yearsfollow-up in subsequent years Children started at a higher level Children started at a higher level Outperformed other groupsOutperformed other groups Teachers started earlierTeachers started earlier Teachers used more elements of the modelTeachers used more elements of the model

Twice as much literature based softwareTwice as much literature based software Two thirds more graphic and writing softwareTwo thirds more graphic and writing software Greater use of authoring programsGreater use of authoring programs

Results demonstratedResults demonstrated

Technology provides access to literacy Technology provides access to literacy activitiesactivities

Integrated curricular approach used in the Integrated curricular approach used in the model offered a meaningful context for model offered a meaningful context for learninglearning

Children with disabilities as well as children Children with disabilities as well as children at risk made gains in aspects of both literacy at risk made gains in aspects of both literacy and technology useand technology use

Early Reading FirstEarly Reading First Positive impact on Positive impact on

print knowledgeprint knowledge letter knowledge, letter knowledge,

No impact onNo impact on phonological awareness phonological awareness oral language.oral language.

Early Childhood Technology Early Childhood Technology Integrated Instructional System Integrated Instructional System (EC-TIIS)(EC-TIIS)

Early Childhood Technology Early Childhood Technology Integrated Instructional System Integrated Instructional System (EC-TIIS)(EC-TIIS)

Phase 3 Steppingstones ProjectPhase 3 Steppingstones Project Based on Phase 1 and Phase 2 ProjectsBased on Phase 1 and Phase 2 Projects Evidence-Based ContentEvidence-Based Content

EC-TIIS Website ContentEC-TIIS Website ContentNine Online WorkshopsNine Online Workshops

AdaptationsAdaptations Computer EnvironmentComputer Environment Curriculum IntegrationCurriculum Integration Emergent LiteracyEmergent Literacy Expressive ArtsExpressive Arts Family ParticipationFamily Participation Math/Science/Social StudiesMath/Science/Social Studies SoftwareSoftware Technology AssessmentTechnology Assessment

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EC-TIIS Website ContentEC-TIIS Website Content

Combination of:Combination of: ActivitiesActivities LinksLinks PDF filesPDF files InformationInformation ResourcesResources Performance Indicators Performance Indicators

EC-TIIS Web SiteEC-TIIS Web Site

Registration/Registration/LogInLogIn Main MenuMain Menu Site MapSite Map

EC-TIIS WorkshopsEC-TIIS Workshops

Emergent LiteracyEmergent Literacy IntroductionIntroduction

Position Statements on Early LiteracyPosition Statements on Early Literacy Emergent Literacy ConceptsEmergent Literacy Concepts Stages of WritingStages of Writing

Designing the EnvironmentDesigning the Environment LabelingLabeling Designing Centers for LiteracyDesigning Centers for Literacy Management TechniquesManagement Techniques

EC-TIIS WorkshopsEC-TIIS Workshops

Emergent LiteracyEmergent Literacy Technology IntegrationTechnology Integration

Interactive Commercial SoftwareInteractive Commercial Software• Green Eggs and Ham activity - pdfGreen Eggs and Ham activity - pdf

Tool Use SoftwareTool Use Software• Kid PixKid Pix

Adaptations/CustomizationAdaptations/Customization Adapted BooksAdapted Books Computer AdaptationsComputer Adaptations

EC-TIIS WorkshopsEC-TIIS Workshops

Emergent LiteracyEmergent Literacy AssessmentAssessment

Creating Portfolios with Authoring SoftwareCreating Portfolios with Authoring Software Assessment InstrumentsAssessment Instruments

EC-TIIS GroupsEC-TIIS Groups

Early Childhood Special EducatorsEarly Childhood Special Educators Head Start EducatorsHead Start Educators Child Care ProvidersChild Care Providers FamiliesFamilies University FacultyUniversity Faculty University StudentsUniversity Students ExtendedExtended

Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design3 related multistrand mixed model studies3 related multistrand mixed model studies

Study 1Study 1 Make comparisons to EC-TIIS 2 findingsMake comparisons to EC-TIIS 2 findings Determine effectiveness of workshops on Determine effectiveness of workshops on

large number of diverse userslarge number of diverse users Answer exploratory research questions Answer exploratory research questions

related to web site userelated to web site use Participants are Educators, Families, and Participants are Educators, Families, and

Extended groupsExtended groups

Study 1 MeasuresStudy 1 Measures

Technology SurveyTechnology Survey Classroom Use of TechnologyClassroom Use of Technology Family Use of TechnologyFamily Use of Technology Pre and Post Workshop AssessmentsPre and Post Workshop Assessments Exit SurveyExit Survey

Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design

Study 2Study 2 Confirm and compare the findings of Confirm and compare the findings of

Study 1Study 1 Randomly select participants from Randomly select participants from

Study 1Study 1 Educators and Extended who Educators and Extended who

complete 3 workshopscomplete 3 workshops Families who complete 1 workshopFamilies who complete 1 workshop

Study 2 MeasuresStudy 2 MeasuresStudy 2 MeasuresStudy 2 Measures

Interviews - Teachers, FamiliesInterviews - Teachers, FamiliesSamples of Child ProductsSamples of Child ProductsDigital PicturesDigital PicturesVideoVideoInteresting Incident ReportsInteresting Incident ReportsAction PlansAction Plans

Phase 3 DesignPhase 3 DesignPhase 3 DesignPhase 3 Design

Study 3Study 3 Explore, confirm and compare Explore, confirm and compare

findings related to use of workshops findings related to use of workshops as:as:

supplement to university courses supplement to university courses stand-alone graduate coursestand-alone graduate course

Study 3 MeasuresStudy 3 Measures Faculty Faculty

SurveySurvey QuestionnaireQuestionnaire

Student Student SurveySurvey Workshop Pre and Post AssessmentsWorkshop Pre and Post Assessments Workshop Exit SurveyWorkshop Exit Survey Performance IndicatorsPerformance Indicators

Data Analysis ProceduresData Analysis ProceduresData Analysis ProceduresData Analysis Procedures

Data from Online Surveys Data from Online Surveys downloaded directly into MySQL downloaded directly into MySQL databasedatabase

Transferred into SPSS for analysisTransferred into SPSS for analysis

Participant Positions N=1280Participant Positions N=1280

PositionPosition nn %%

University StudentUniversity Student 266266 20.820.8

Early Childhood EducatorEarly Childhood Educator 230230 18.018.0

OtherOther 189189 14.814.8

AdministratorAdministrator 145145 11.311.3

Early Childhood Special EducatorEarly Childhood Special Educator 133133 10.410.4

Child Care ProviderChild Care Provider 109109 8.58.5

University FacultyUniversity Faculty 106106 8.38.3

Family MemberFamily Member 2929 2.32.3

Head Start EducatorHead Start Educator 2828 2.22.2

Support PersonnelSupport Personnel 2525 2.02.0

Program AssistantProgram Assistant 2020 1.61.6

Participant Locations N=1280Participant Locations N=1280StateState nn PercentPercent

IllinoisIllinois 268268 20.920.9

FloridaFlorida 101101 7.97.9

Outside U.S. / MilitaryOutside U.S. / Military 9999 7.77.7

North CarolinaNorth Carolina 9797 7.67.6

OhioOhio 6767 5.25.2

CaliforniaCalifornia 5252 4.14.1

MichiganMichigan 5252 4.14.1

New YorkNew York 5252 4.14.1

TexasTexas 3535 2.72.7

KentuckyKentucky 3232 2.52.5

South CarolinaSouth Carolina 2929 2.32.3

PennsylvaniaPennsylvania 2828 2.22.2

n Pre

mean Post

mean t (2-

tailed) Effect Size

95% Confidence Interval for Effect Size

Knowledge I know techniques that can be used to assess young childrenÕs emergent literacy skills.

70 1.11 4.49 44.01a 6.96 (6.04,7.79)

I know how to adapt reading materials for a preschool child who has difficulty turning the pages of a book.

70 2.81 4.46 9.78a 1.74 (1.34,2.12)

Attitude A sign-up method should be used to manage turn-taking at the computer, as well as promoting emergent literacy skills.

70 2.59 4.69 15.02a 2.49 (2.04,2.92)

Emergent Literacy Workshop Assessment Results

n Pre

mean Post

mean t (2-

tailed) Effect Size

95% Confidence Interval for Effect Size

Using labels or environmental print in the classroom promotes emergent literacy.

69 4.07 4.75 4.69a .81 (.46,1.15)

Skill I can design a technology curriculum activity to promote emergent literacy.

70 4.37 4.11 -1.87 -.31 (-.64,.03)

I can arrange the environment so that children have easy access to books and writing materials.

70 2.64 4.67 14.55a 2.41 (1.97,2.84)

ap<.001

Emergent Literacy Workshop Assessment Results

Credit OptionsCredit Options

Continuing Education Units Continuing Education Units (CEUs)(CEUs) Continuing Professional Development Continuing Professional Development

Units (CPDUs)Units (CPDUs) Certificate of CompletionCertificate of Completion Graduate Course - IDT 573Graduate Course - IDT 573

Center WebsiteCenter WebsiteCenter WebsiteCenter Website

www.wiu.edu/thecenterwww.wiu.edu/thecenter

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