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Jacqueline Geary 703.22 Spring 2010

LITERACY AND TECHNOLOGY. Jacqueline Geary 703.22 Spring 2010. TABLE OF CONTENT. INTRODUCTION: Statement of the problem Review of related literacy Statement of the Hypothesis METHODS: Participants Instruments Experimental Design Procedure RESULTS DISCUSSION IMPLICATIONS.

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Jacqueline Geary 703.22 Spring 2010

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  1. LITERACY AND TECHNOLOGY Jacqueline Geary703.22Spring 2010

  2. TABLE OF CONTENT INTRODUCTION: • Statement of the problem • Review of related literacy • Statement of the Hypothesis METHODS: • Participants • Instruments • Experimental Design • Procedure RESULTS DISCUSSION IMPLICATIONS

  3. STATMENT OF THE PROBLEM • In 2007, thirty four percent of New York Public School fourth grade students were reading below basic reading levels(National Reading Report, 2007). This shows that schools need to experiment with different literacy programs that will improve reading skills and fluency. Using technology-based literacy (E-Books) can increase student’s reading skills and fluency because technology is interactive, includes visual and audio effects, which can help students, stay focused while reading.

  4. REVIEW OF RELATED LITERATURE • INTRODUCTION: • Literacy today is different from what literacy was traditionally considered, which was the ability to read and write. Today, literacy still refers to the ability to read and write but it also includes being able to understand and analyze images and digital information. (Brown, 2002) • the Internet is one of the most common sources for reading and researching information. (Goodnough, 1995)

  5. PRO'S OF LITERACY AND TECHNOLOGY • Technology especially helps students with disabilities and active and visual learners. • Technology improvements in student learning include: • Focus • Increase Confidence • Enhance comprehension • Gain motivation • Increase in critical thinking • (Barone & Wright, 2008; Brown, 2002; Goodnough, 1995; Kaya, O’Connor-Petruso, & Girelli-Carasi, 2010; MacGregor, 2004; Park &Helsel, 2008; Rhodes & Milby, 2007; Rich, 2008)

  6. Leapfrog books are not intimidating and are interactive. Also gives teachers more time to work with slow readers. • Internet usage in classrooms for discussion: • Blogs • Discussion boards • Wikis Benefits of Technology for teachers: • Technology is important for teachers because it gives them the ability to obtain rapid results after testing, • Also the ability to store information for long and short term assessment information • (Barone & Wright, 2008; Brown, 2002; Goodnough, 1995; Kaya, O’Connor-Petruso, & Girelli-Carasi, 2010; MacGregor, 2004; Park &Helsel, 2008; Rhodes & Milby, 2007; Rich, 2008)

  7. CON'S OF LITERACY AND TECHNOLOGY • Pleasure reading has been becoming less common. • Students are now reading Internet blogs and wikis, which are mostly short, unfiltered, and unedited information. • Computers in school result in secluded and very little human interaction with teachers and peers. • Some spend up to six hours a day online. Addicted to the Internet at a young age. • (Goodnough, 1995; Kop & Hill, 2008; McGrail, 2007, Schnotz & Rasch, 2006; • Smith & Young, 2008; Rich, 2008)

  8. Students grow dependent on computers to count, read, and spell. • Teaching prior to the digital boom are discouraged by technology. • These teachers feel uncomfortable and never had adequate training in computer based programs. • (Goodnough, 1995; Kop & Hill, 2008; McGrail, 2007, Schnotz & Rasch, 2006; Smith & Young, 2008; Rich, 2008)

  9. Book Based Text Printed on paper Cannot be easily modified Read in sequential order Rely on their imagination Rely on prior knowledge Digital Text Digital Easily modified Read rapidly Not sequential Able to respond back BOOK BASED TEXT VS.DIGITAL TEXT (Park & Helsel, 2008; Reinking, 1997; Rich, 2008)

  10. STATEMENT OF THE HYPOTHESIS • H.R.1:In P.S. X, five first grade students will obtain higher reading skills and fluency in literacy while using Electronic Books (E-Books). Each of the five students will read E-Books from Razkids.com for a total of 100 minutes during a two-week period.

  11. METHODS Participants: 5 first grade students in P.S. X 3 Boys & 2 Girls 2 weeks Instruments: Letter to the Classroom Teacher Letter to the Parents/Guardians Student survey Pre&posttest Running Records Electronic books from Razkids.com

  12. EXPERIMENTAL DESIGN Pre-Experimental Design: One group design. Students are not randomly chose. One Group Pretest Posttest Study: This design will use a pretest running record to determine the scores prior to the treatment. After the treatment (E-Books), there will be a posttest running record. Symbolic Design: (0X0) Pre-tested (O), Treatment (X), & Post-test (O).

  13. THREATS TO INTERNAL VALIDITY • History: Absent students, students pulled out during the lesson, students disturbing the class. Students may have a hard time concentrating and may be distracted because of their age (first grade). • Instrumentation: The internet might not work or might be running slow when it is time for students to read the E-books. • Selection: Non-random student group. • Mortality: Parents may change their minds about allowing students to be in the research.

  14. THREATS TO EXTERNAL VALIDITY • Pre-Test Treatment: Students may not take the pretest seriously because they don’t know what to expect . • Selection-Treatment Interaction: the students are not randomly chosen. These students picked are ones who are in need of reading help. • Reactive Arrangements/ Participants Effects: Students may react negatively toward the research if they find out that they are being singled out.

  15. PROCEDURE • The action research project began on February 22, 2010 and ended March 12, 2010. • Monday, February 22nd: • The classroom teacher and the parents of the five student participants in the action research project were given the consent forms. • Friday, February 26th: • The researcher collected the consent forms from the classroom teacher and the parents of the five student participants. • Monday, March 1st: • Student surveys were given and returned to the researcher. • The researcher administered the pretest running record to the five student participants individually. • THE DATES MARCH 1ST -12TH STUDENT WERE EXPOSED TO TREATMENT • Friday, March 12th: • The researcher administered the posttest running record to the five student participants individually. At this point, all student participants had read and listened to one hundred hours of Electronic Books from Razkids.com within two weeks.

  16. RESULTS Results from the Pre and Post Test Running Records

  17. Results show Students 1&4 improved their running record scores and Students 2, 3, & 5 scores stayed the same. The correlation shows a low negative relationship (rxy= -0.64) between the pre & posttest scores. This correlation shows that E-Books do not help students reading skill or fluency.

  18. This correlation shows that there is absolutely correlation at all (rxy= 0) between reading on the computer and the posttest scores.

  19. DISCUSSION • The relationship between reading skill and technology is hard to prove. • The score results from the pretest and posttest show that there was an overall average increase of .4 between the pretest and the posttest • Results from the pre&posttests show Students 1&4 improved their running record scores and Students 2, 3, & 5 scores stayed the same. • This correlation between Q#3 and the posttest shows that there is absolutely correlation at all (rxy= 0) between reading on the computer and the posttest scores. • These results indicate that by exposing students to E-Books and testing, the students reading ability using running records does not show a relatively large increase of reading skill or fluency.

  20. IMPLICATIONS • If the researcher was able to perform the action research project for a longer period of time the study might have shown more positive results of literacy technology. • students in the third grade and above might be a better fit for this research because they are more experienced in reading and on the computer than first graders. • First graders are young and had some trouble getting started on the computer in the beginning of the study. • If the study included more types of literacy technology or of computers were used for other subject maybe the results would be different.

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