Technology-Based Instruction Improves Reading Proficiency
Implementing technology in the literacy classroom is essential for the successful growth of 21st-century learners. Laverick's (2014) article, Supporting Striving Readers Through Technology-Based Instruction, discussed research in which reading specialist candidates applied many technology-based instructional tools with striving students in a summer reading program designed to improve reading proficiency. While the tools outlined could be used in most subject areas, the focus of this study was improving reading proficiency. The researchers found that with technology-based learning, including when the students had control of the use of technology, that it was successful in increasing fluency and confidence in their reading ability, was highly engaging and motivating for the children, and enhanced their metacognition.
Digital Technologies Motivate Students to Take Control of Learning
Digital audio and video recordings were used to build fluency. Students recorded themselves reading, played back their readings, and made note of mistakes. Digital video recordings of reader's theater or storytelling involved several online video resources and added a technology proficiency element. The easily distracted became attentive and enjoyed listening to or watching their own recordings. Feedback was immediate. Students self-evaluated during the process, becoming metacognitive and reflective of what might help improve their reading proficiency. Students gained confidence as readers and proficiency improved.
Use of Technology Provides Fresh Instruction
Candidates in the study could use as many technology resources as they chose, often changing tools every day to find the best fit for their students. They reimagined the usual materials into fresh new ways, replacing pencil and paper exercises. For example, instead of using vocabulary cards, PowerPoint presentations allowed students to flash through the words more rapidly, focusing on what they needed to learn. One teacher found that recording a field trip aided writers by providing images that ignited more vivid description in their work. Allowing struggling students to digitally record their stories helped them to then write them. And using the computer to write the stories motivated students to learn typing skills as well.
Sharing Digital Work for Family Involvement
Parent involvement in a child's learning is of vital importance to the academic success of the child. Using digital technologies in instruction creates product that can be shared with families, and sharing digital works with families provides them with a source of ideas for how to help at home by reinforcing concepts and practices learned at school. Sharing the digital products publicly on a teacher website does have many ethical and legal obstacles, but digital files can be sent for the family to view or can be played for the parents at school.
Implementing Ideas in the Classroom
In my English Language Arts classroom, I do use some of these technologies currently, such using digital images for developing vivid description in writing and digital vocabulary flash cards provided by Pearson that students can access independently. The strategies that I cannot wait to use are digital audio recordings of my students reading and digital video recording of reader's theater. Both can be used during centers time with some instruction, and then independently or in groups. Using only audio recordings, students will be able to work specifically on fluency, reading for punctuation (which will also improve their writing), and voice delivery. Group recordings of reader's theater assignments will build collaboration skills, encourage accountable talk when working to improve their product, and will greatly aid in genre studies, as each requires a different presentation style. Teachers and librarians can implement these strategies easily, as these resources are made readily available by most schools.
Reference
Laverick, D. M. (2014). Supporting striving readers through technology-based instruction. Reading Improvement, 51(1), 11-19. Retrieved from http://libproxy.library.unt.edu:2114/ehost/pdfviewer/pdfviewer?sid=a08d3d99-0e93-4908-a236-bb13307bd23f%40sessionmgr4001&vid=1&hid=4208
