Technology Tools to Support Reading in the Digital Age

Abstract

Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue. In this article Gina Biancarosa and Gina Griffiths characterize how literacy demands have changed in the digital age and how challenges identified in other articles in the issue intersect with these new demands. Rather than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels of literacy skills and background knowledge demanded by today's information-based society. Biancarosa and Griffiths draw on research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to optimal use of e-reading technology. The authors conclude by presenting four recommendations to help schools and school systems meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provides.

The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

“…No one will laugh at me, CAREY program really gives me the motivation to learn more and more because there is no restriction and limitation". Hence, such findings seem similar to the ides of other researchers (David, 2004;Tanyeli, 2009;Biancarosa & Griffiths, 2012) who emphasized that the traditional materials presented on the form of printed textbooks will not guide and support the students to be independent students. In contrast, they stated that the constant emergency and development of the modern technology has played a vital role in altering the traditional materials.…”

“…They emphasized that some of the technology applications such as chat room icons is a valuable and beneficial tool for enhancing English foreign language learners. Biancarosa and Griffiths (2012) stated that the development of modern technology nowadays gave the desire and hopes for many teachers, policy makers, administrators who believe in the great help of the modern technology. Last but not least, Chiu (2013) conducted a study to see the effectiveness of computer assisted instruction on learning and teaching particularly on learning vocabulary.…”

“…hand-outs) prescribed by university instructors for reading skill (David 2004;Tanyeli 2009;Biancarosa & Griffiths, 2012;Muthanna & Karaman 2011;Al-Sohbani & Muthanna 2013). However, appropriate reading materials for these university students are unavailable online.…”

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

“…The most powerful benefits of using ICT are the enhancement of a higher level of thinking and the development of mathematical skills such as classification, counting and number recognition (Lieberman, Bates, & So, 2009;Sarama & Clements, 2009). Student-controlled ICT supports the development of knowledge about mathematics and its applications, and also provides authentic working methods (Nunes et al, 2009 Advances in digital technologies and technological gadgets are dramatically altering the tools available to teachers and students, even in preschool education (Biancarosa & Griffiths, 2012). Although iPads and other similar tablets have not been extensively studied as teaching tools in the early childhood classroom, many educators are enthusiastic about using them; they rave about their versatility, connectivity, mobility, as well as the potential benefits of thousands of educational apps (Falloon, 2013;Mango, 2015).…”

The Writer in the Reader

“…However, existing research is rather limited, focusing on feasibility and efficacy in controlled contexts or small cases (Biancarosa & Griffiths, 2012). Undoubtedly, future research will benefit from larger, longitudinal studies, as well as research with specific focus on how English Language Learners, struggling readers, or students with special needs can benefit from using ebook features including built-in dictionaries, text-to-speech functions, and options for customizing a wide range of text features.…”