The use of interactive computer programs in an educational setting is often intended to motivate students (Boyle et al., 2016; see also our previous blog post on technology use to motivate young readers) and offer more individualized learning to meet the diverse needs of students (Vasquez & Straub, 2012). In recent years, the quality and quantity of computer programs have increased so dramatically that their use is now pervasive in K-12 classrooms (Gray, Thomas, & Lewis, 2010). The investment in educational software and digital subscription services in United States schools already totaled about $8 billion in 2013, the last reported record of expenditures (Human, 2014), and it continues to rise.
The limited number and rigor of studies make it difficult to draw firm conclusions about the benefits of blended learning. In addition, some researchers caution that students may struggle to comprehend large blocks of text that require scrolling or navigating among multiple screens (e.g., Mango, Water, & Bone, 2013). It is important that teachers understand how to capitalize on the benefits of incorporating different types of technology in literacy instruction (e.g., electronic books, reading intervention programs) while minimizing the potential pitfalls.
The sections that follow describe limitations of two types of educational technology, and some considerations to help use the technology in beneficial ways that are complementary to core literacy instruction.Happens in the different modules of tie with the situation based on the practical side, the multimedia principle.Profound words that have guided many faithful for centuries. But time chips away at everything, and these words are no exception.These tools might be made available to all students, not just those with an IEP, during literacy instruction in a blended learning environment.
Technology can help students discuss their ideas by bringing readers and writers together in the same classroom, and it can help students work together at different times through google documents and blogging.
The use of technology during whole-class instruction can foster student engagement for auditory and visual learners. Integrating simple technologies Power Points, games, internet homework assignments, or online grading systems can be difference makers in students' growth in the classroom.
Text-to-speech.
Voice recognition.
Animation.
Embedded dictionaries.
Linked videos.
This article originally appeared on the Iowa Reading Research Center blog. The Iowa Reading Research Center (IRRC) applies current research for the development and dissemination of best practices in literacy
A small group of students may work with the digital resources while the teacher is instructing another small group.
- Plan face-to-face instructional activities based on the materials students read on e-readers or the skills they learn on a computer program. This might include fostering discussions about the important ideas in a text, incorporating the transfer and application of skills to reading in other content areas, creating opportunities to explore and apply key vocabulary words from the digital text, writing predictions about or reactions to the digital texts, and making connections to other lessons or reading materials.
- Always provide the assistive technology for a student with a disability as prescribed in the IEP.
Unfortunately, there is not a lot of evidence that using digital programs actually results in improved outcomes among students with and at risk for reading disabilities (Stetter & Hughes, 2010).
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