Read, write, touch: Co‐construction and multiliteracies in a third‐grade digital writing exercise

Abstract

Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may influence primary school students' reading and writing practices. Guided by Vygotsky's notion of co-construction and aspects of the New London Group's multiliteracies framework, we built an original multimodal tablet tool and examined how 51 third graders in Costa Rica used it to co-construct and design meaning in a reading-to-writing activity. The first aim of this study, therefore, is to understand how multimodality and technology can work together to support young people's reading and writing. Secondly, we asked how a specific interactive, touchscreen feature might positively contribute to third graders' writing samples. The key findings were that the tool used in this study encouraged a broad range of writing practices, that the touch feature supported co-construction, and that the careful integration of touchscreen features can engage and motivate students in reading and writing activities.

La Tablet en la escuela: Revisión bibliográfica en Scopus

“…• Competencias específicas en distintas áreas de conocimiento. El uso de la tablet u otros dispositivos móviles en EP sirve como herramienta de apoyo en la adquisición de la lectoescritura, durante los primeros años como demuestran los trabajos de Dahan Golan, Barzillai & Katzir, 2018;Baglama, Haksiz & Uzunboylu, 2018;Bara, et al, 2016;Cordero et al, 2018;Beers, Mickail, Abbott & Berninger, 2016. Sus propuestas mostraron errores en la pronunciación de algunas palabras, pero no en la escritura en sus dos vertientes: a través de la mano y en un teclado digital.…”

Revista completa

“…Cakir & Korkmaz (2018) especificaron el estudio experimental de 61 niños de 5º de EP a la hora de adquirir vocabulario y mejorar en la materia de Lengua y Literatura. Cordero, Nussbaum, Ibaseta, Otaíza & Chiuminatto (2018), pusieron en marcha una herramienta multimodal para ayudar a los niños a construir su conocimiento. Fletcher-Watson, Pain, Hammond, Humphry & McConachie ( 2016) estudiaron, diseñaron y pusieron en marcha gracias a la experimentación, una aplicación móvil para tratar a 51 niños con TEA en EP.…”

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019

“…Moreover, the features of mobile devices allow for learning mobility that desktop computers simply cannot offer. In fact, mobile touchscreen devices have been shown to support a variety of students engaged in the process of writing and reading due to their interactive and adaptive features (Cordero et al 2018). Bedesem and Arner (2019) contend the most promising research involving mobile technologies in K-12 education includes simulations and the use of assistive technologies to benefit a wide range of learners, such as English Learners (ELs).…”