Title

Taking Technology From Clinic to Classroom

Document Type

Contribution to Books

Publication Date

2013

Abstract

Purpose – This chapter explores how teachers and learners can use technology in powerful and agentive ways for literacy development. It presents information about communication technologies (ICTs) that can be used to develop student literacy skills in each of the major areas of literacy learning: emergent to beginning literacy, fluency, vocabulary, comprehension, and writing. It also addresses how assistive technologies fit within a literacy development program.

Design/methodology/approach – A brief overview of the breadth of technologies available for instructional uses and the pedagogical perspective used is followed with specific ideas for free or inexpensive technologies that can be used to address literacy development. Additionally, websites for professional reviews of software are included to help readers learn about emerging technologies and software applications as they become available.

Practical implications – Specific ideas for instruction that addresses student literacy development while integrating 21st-century technology are included. Teachers and teacher educators will find immediately useful, practical ideas for boosting literacy learning with technologies matched to specific literacy needs such as sight words, fluency, and comprehension.

Social implications – Struggling readers and writers deserve and need experiences that help them acquire technology skills. Too often these students are excluded from technology activities because they are participating in intervention instruction or do not finish seatwork and have no available ‘‘free’’ or ‘‘choice’’ time. Technology can be a powerfully motivating tool for literacy instruction. It can also provide engaging practice, targeted specifically at the learning needs and developmental stage of the literacy learner. Most importantly, struggling readers and writers need exposure to the academic possibilities of technology.

Comments

This book is apart of the series Literacy Research, Practice and Evaluation, volume 2, published by Emerald Group Publishing Limited.