PLO 4

 This lesson demonstrates PLO 4 Apply research to support learning in a technology-enhanced environment.

Since 2007 when the first e-reader appeared on the scene, the number of devices available for displaying digital text has greatly increased. “These technological advances have created high hopes among many teachers, administrators, researchers, and policy makers, who believe that the digital devices offer great promise as instructional tools for literacy education”  (Biancarosa, & Griffiths, 2012).  The article entitled Technology Tools to Support Reading in a Digital Age, discussed how teachers can use technology to promote higher levels of literacy in students. We live in a technologically advanced society and students come to school with a vast knowledge of how to use most technological devices.  With this being the case, many teachers feel that incorporating the use of such technological tools in the classroom can only enhance the learning experience. According to the article e-readers help students develop early reading skills. They also help students with visual and language-based disabilities. They can also be beneficial in helping students develop procedural, conceptual and knowledge skills which foster reading (Biancarosa, & Griffiths, 2012).

When I worked in the school system, we worked with Leapfrog technology which was similar to modern e-rearders. I found this technology as a great supplement to the teacher instruction. First of all, it allowed for independent reading which is important to younger readers because it gives them a chance to learn and explore things on their own.  Secondly, this technology allowed students to focus on a specific reading skill based on their individual needs. This is something teachers cannot always fully address because of time and classroom size.  Also, this meant that students were getting just what they needed from the technology and not being drilled with the same concepts over and over.  Just as the article stated “technology can be more than a tool for drilling students on skills; it can be a tool for acquiring the vocabulary and background knowledge essential to becoming a skilled reader (Biancarosa & Griffiths, 2012). 

Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2) Retrieved from http://search.proquest.com/docview/1519298203?accountid=32521