Writing Aides

This category includes articles that examined the use of writing tools (e.g., word prediction software and smart pens) to enhance learning and improve student outcomes.

Establishing and maintaining an early childhood emergent literacy technology curriculum

Jul 1, 2013, 15:41 PM
Hutinger, P. L., Bell, C., Daytner, G., & Johanson, J. (2006). Establishing and maintaining an early childhood emergent literacy technology curriculum. Journal of Special Education Technology, 21(4), 39-54.

Characteristics

  • This study, which replicated and extended the findings of a previous study of the use of the Early Childhood Emergent Literacy Technology Curriculum (ELiTeC), followed the implementation of ELiTeC within 17 special education, at-risk pre-K, and inclusive classrooms.
  • Four hundred thirty-eight preschool children participated in the study; 66% of participants were labeled “at-risk” and the remaining students were receiving special education services through an Individualized Education Program.
  • The ELiTeC program involved technology-infused curriculum, technical assistance to teachers, and assistance to families in order to enhance the literacy development of preschool children.
  • The curriculum, eMERGing Literacy and Technology: Working Together, promoted literacy development using technology and included low- and high-tech adaptive devices and a technology learning center in each classroom that used a variety of software to enhance the curriculum, such as: interactive literature-based software, graphics and story-making software, and authoring programs students and classrooms used to develop their own software.

Setting

  • The ELiTeC program was implemented in 17 different preschool classrooms during the second wave of data collection.

Method

  • The ELiTeC program was implemented in 17 classrooms over the course of the 3 year study period.
  • Throughout the implementation process, qualitative and quantitative data was gathered in order to examine the effectiveness of the implementation, model fidelity, maintenance, and training.
  • Participating teachers completed questionnaires including a needs assessment, a teaching style checklist, participant evaluations, fidelity profiles, and also participated in interviews and kept field notes.
  • Data sources on student participants included the Behavior Interaction Tool, a measure of children’s behaviors while engaging in computer-based activities, the Individual Literacy Assessment, and other qualitative measures of student behaviors.
  • Data was gathered on a non-treatment comparison group of students who did not participate in the program.

Results

  • Data analysis indicated that the programming was effective when technology literacy activities were a main component of class activities; an average of 57 minutes/day was spent on technology literacy activities in the classes.
  • Teachers reported that ongoing technical support was beneficial, especially for complex programs such as HyperStudio, the authoring software program used in the study.
  • The technical training also allowed teachers to increase their comfort with using technology and in creating things such as newsletters and assessments.
  • Participating classes demonstrated good maintenance of the ELiTeC model after the initial implementation phase ended.
  • Children in treatment groups showed gains in literacy and technology use over the course of the 3 year study, and these gains were significantly larger than the gains of students in the non-treatment comparison group.
Categories:
  • Writing
Tags:

Computer Assisted Instruction

Establishing and maintaining an early childhood emergent literacy technology curriculum

Jul 1, 2013, 15:41 PM
Hutinger, P. L., Bell, C., Daytner, G., & Johanson, J. (2006). Establishing and maintaining an early childhood emergent literacy technology curriculum. Journal of Special Education Technology, 21(4), 39-54.

Characteristics

  • This study, which replicated and extended the findings of a previous study of the use of the Early Childhood Emergent Literacy Technology Curriculum (ELiTeC), followed the implementation of ELiTeC within 17 special education, at-risk pre-K, and inclusive classrooms.
  • Four hundred thirty-eight preschool children participated in the study; 66% of participants were labeled “at-risk” and the remaining students were receiving special education services through an Individualized Education Program.
  • The ELiTeC program involved technology-infused curriculum, technical assistance to teachers, and assistance to families in order to enhance the literacy development of preschool children.
  • The curriculum, eMERGing Literacy and Technology: Working Together, promoted literacy development using technology and included low- and high-tech adaptive devices and a technology learning center in each classroom that used a variety of software to enhance the curriculum, such as: interactive literature-based software, graphics and story-making software, and authoring programs students and classrooms used to develop their own software.

Setting

  • The ELiTeC program was implemented in 17 different preschool classrooms during the second wave of data collection.

Method

  • The ELiTeC program was implemented in 17 classrooms over the course of the 3 year study period.
  • Throughout the implementation process, qualitative and quantitative data was gathered in order to examine the effectiveness of the implementation, model fidelity, maintenance, and training.
  • Participating teachers completed questionnaires including a needs assessment, a teaching style checklist, participant evaluations, fidelity profiles, and also participated in interviews and kept field notes.
  • Data sources on student participants included the Behavior Interaction Tool, a measure of children’s behaviors while engaging in computer-based activities, the Individual Literacy Assessment, and other qualitative measures of student behaviors.
  • Data was gathered on a non-treatment comparison group of students who did not participate in the program.

Results

  • Data analysis indicated that the programming was effective when technology literacy activities were a main component of class activities; an average of 57 minutes/day was spent on technology literacy activities in the classes.
  • Teachers reported that ongoing technical support was beneficial, especially for complex programs such as HyperStudio, the authoring software program used in the study.
  • The technical training also allowed teachers to increase their comfort with using technology and in creating things such as newsletters and assessments.
  • Participating classes demonstrated good maintenance of the ELiTeC model after the initial implementation phase ended.
  • Children in treatment groups showed gains in literacy and technology use over the course of the 3 year study, and these gains were significantly larger than the gains of students in the non-treatment comparison group.
Categories:
  • Writing
Tags: