The article entitled IPads and Kindergarten- Students Literacy Development documents a study and explains that we need to embrace new technology in the classroom in order to enhance meaning making in literacy- we need to engage more with new literacies with early stage one students! Here are a few points that the study emphasises…
Oral language is a critical element in early education and it impacts on reading and comprehension and the aim of the study was to see the impact of play based learning and its role in language development.
Using the IPad:
Playschool art maker app: enhance oral language and reading comprehension by telling and retelling a story.
- Free app based on ABC Tv show Playschool. main characters are familiar to children.
- There are 7 themes e.g. farm, beach, moon.
- Children can create animated movies and digital narratives.
- Interactive and therefore engaging in learning.
- There is choice and decision making, collaboration and therefore social interaction/learning, and individual/ independent learning.
We should allow students to record their efforts so that the final product can be replayed and critiqued. This app ensures that kindergarten children were developing literacy skills not just their ability to use an IPad. This allows a shift from teacher centred to student centred learning.
Teachers need to provide opportunities to be immersed in the rich linguistic environment of the english language. especially through reading authentic texts.
Teachers need to be equipped with the knowledge of how texts are created and how the grammatical choices create meaning.
Popular culture has a powerful impact on children- mobiles, iPads, games etc. Offers many potential contexts, ideas, characters and narratives for children to use in their own play.
New technologies have impacted children’s literacy learning.
Reading and understanding is easier when students are familiar with the content and can make connections prior to learning.
Before Reading: build up field knowledge of topic, explore vocab and concepts. support students to access meaning. The more the teacher spends on pre-reading activities the more likely students will read for meaning.
Planned and Guided talking and listening opportunities- rich talk about texts, students can come to a shared and jointly contracted understanding.
During Reading: bring text to life, use voice and gesture to embrace the story, action and characters for the students.
After reading: use original text as springboard, challenge student with an opportunity to respond creatively.
Visualising: Making mental images during the reading of a text- a strategy called sketch to stretch (passages a read from book and students then draw the pictures that relate to what they read).
Explicit Scaffolding: Teach how to create a cohesive oral recount using grammatical features such as “in the beginning, and then, next, after that”.