Abstract
This study is a set up to investigate and evaluate causes of technology on students learning literacy in writing and reading. Within the period of numerous weeks, five weeks, I constituted technology into an instance as I observe the effects associated with technology and learning skills especially when reading and writing texts. Additionally, the study emphasizes on factors that influence the development of literacy learning when reading and writing.
Therefore, upon the completion of the analysis, I come to a conclusion that technology may impact efficiently and accurately to the digital learners who are struggling with reading and writing. Also, I can conclude that incorporating both traditional and current strategies in teaching how to read and write can proceed to efficient and operative strategy to promote literacy skills. However, the study suggests that if the learners are unfamiliar with technology which is involved in learning, therefore, such students bear no significant progress with literacy skills. Whereas, students who are adequately exposed to present technology find it easier to explore all computerized programs efficiently.
Introduction
The current world is surrounded by connective technology right from various organizations and institution to personal levels. Effective integration of new technology in education set up has therefore, become a necessity to the learners even in the early stage of learning. Technology has, thus, become a predominant aspect of learning specifically in the current century whereas the educators may not be aware of the impending effects of technology on learners’ literacy ability.
Furthermore, teachers are not familiar with ways of implementing technology into instructions as well as correlating the content of traditional practices involved in writing and reading to incorporate those practices in technology learning. To add on the same, educators ought to enlighten the learners on the predicting benefits associated with technology relevant to the fact that it plays a primary role in education and particularly literacy learning.
Overview
Therefore, technology is related to an indefinite transformation of education in various ways such as equipping the students with sufficient knowledge before they proceed to tertiary levels and enhancing career readiness as well (Baynum, & Keyes, 2014, P. 188). Therefore, the discussion will analyze observed effects of technology on literacy teaching as the information guide the teachers in establishing a standard literacy approach to meet essential requirements for different students.
Technology learning practices have picked because of the drastic demand of education standards in the world (Calkins & Ehrenworth, 2012). This is because the standards of literacy have simultaneously changed from past since traditionally, several vacancies requested for fewer literacy skills compared to present students who fail to attain strong literacy knowledge and end up losing a job vacant.
Technology contains the potential to impact on students’ skills of reading and writing which provide a comprehensive understanding of culture practices included in learning literacy. Consecutively, teachers should be aware of the outcomes of technology and familiarize with them to ensure that it is implemented as literacy instructions (Baynum, & Keyes, 2014, P. 188).
The study was conducted at the base that both the students and the teachers had prior cognizant on how to operate devices related to technology such as the use of electronic books, Microsoft Word, and I-pads among others. Technology has picked because of the high demand of level of education since literacy standards change regularly compared to past wherein most vacancies required fewer literacy skills yet in the present students who attain profound literacy knowledge may end up losing job vacancy (Calkins & Ehrenworth, 2012, p.8-9).
However, the shift of literacy knowledge expected of a student, teachers ought to consider currently accessible forms of scholarship to teaching in the classroom setting to reinforce skills of reading and writing (Sylvester, Ruth, Wendy & Greenidge, 2009, p. 293). The study is supported by theoretical perspectives from scholars regarding distinct ways of learning and acquiring knowledge.
Among the theoretical argument which reinforces this study is John Dewey’s theory of inquiry and Howard Gardener’s theory of multiple intelligence which argue that education instituted on the foundation that each learner acquire knowledge different from the other (Zarei, & Taheri, 2013, P. 124).
In accordance to Zaire & Taheri Gardener propose that educators ought to incorporate different intelligence strategies of equipping learners with accomplished means of teaching which fits their necessary educational requirements. Nonetheless, he states that employing of multiple intelligence when teaching, learners acquire a chance to solidify and explore a single content in significant means; therefore, media inclusion in literacy development expose students to different multiple intelligences which enable a student to perform higher in literacy skills. Hence, the teacher should scaffold students to impact their education through the application of multiple intelligence theory via technology since there is available opportunity to explore a personal educational interest.
Moreover, Judson suggests that when learners are granted the chance to explore their ideas from their impressive sources, there is a probability of developing critical thinking since students learn effectively using current devices and materials (Judson, 2010, p.268). Besides, the present children are digital natives and familiar with technology appliances, therefore, equating digital illiteracies will engage students in present equipping them with plenty literacy experience (Judson, 2010, p.271).
In learning institutions, students are expected to take writing assignments and work on them, thus, they may use computers to complete these tasks on time and reliable manner. Students find it extremely motivating when allocated with different writing tasks since technology is involved which improve literacy skills acquisition and exploration. Therefore, those learners who found it difficult to read and write gain compelling experience in writing and reading through the use various forms of technology such as electronic books (Moody, 2010, P. 23).
Reading and writing are forms of learning and active engagement in reading process is a primary element that enhances literacy skills, thus, teachers should provide the learners with necessary functioning materials to further their literacy acquisition (Ciampa,2012, p.2-3). Ciampa suggests that students exemplify advanced vocabularies, critical thinking, and comprehension ability as well once they are exposed to range varieties of technology which are prominent and interest to cultivate the ability of fluency reading and writing.
Technology instills the sense of attentively listening in the class or other learning setups particularly when reading an interesting electronic book since the reader will avoid any form of distraction and they can use headphones to affect attention. Either, Present technology constitute to electronic texts which help the learners to develop general skills in literacy as these texts is featured with speech and highlighting of words that improve the reading speed and eloquence ( Weber,Susanne, & Ariza, 2013, P. 5162).
Using of phones and computer’s keyboard enhances writing skills in literacy learning since the students improve on spelling and grammar mistakes. Consequently, the learners who struggle in reading and writing feel more engaged because of regular practices hence motivating them in literacy learning.
Technology does not suppress traditional means of teaching literacy rather it supplements various narratives which are applied currently in the teaching of literature through an accurate download of such materials that influence literacy development. However, technology motivates the reluctant students especially when they are provided with capturing materials to read as they are stimulated to discuss it and read more about fascinating characters in a text (Baynum, & Keyes, 2014, P. 189)
Technology approaches help to improve self-confidence as well as self-esteem if the learners realize how better they can explore media, particularly when learning about literature skills associated with electronic. Besides, when the educator includes the use of electronic gadgets in delivering different concepts related to literature, it enacts cooperative opportunities that allow for interaction between extraordinary experiences that are not achievable in real life settings (Baynum, & Keyes, 2014, P. 190).
Consistency, incorporating current technology in literacy teaching promotes mastery of the concept introduced as well as promoting creativity that aid in planning and developing knowledge related concepts therein sharing among other learners. Nonetheless, students who strive to read and write can expand vocabulary when interacting with storybooks on CD-ROM because animated attention to clues generates more efficient comprehension of unfamiliar vocabulary. The CDs also allows accommodation for other different languages with the directive of native language and it requires the learners to read and work in English therefore, boosting creativity and further understanding (Moody, 2010, P. 44).
Additionally, despite planning and creating a concept, exposed students to word processors can write and produce a more quality composition compared to their counterparts who use paper and pen (Annet, Boxtel, & Linden, 2013, P. 266).However, word processor influences secure revision of errors without recopying or direct pasting and allow the task taken to appear neat and substantial. Furthermore, a multimedia application can create a template to reinforce and support the readers who experience difficulties in reading as well as fortifying listening skills since the template records the appropriate directives on necessary when learning literacy.
Relevancy, digital images provide learners with an opportunity to record and document different experiences and accouterments. Those images intensify reflection and a baseline for a discussion and writing yet; the pictures can be used immediately. Digital images facilitate instant scanning promoting authentic art into portfolios and projects (Weber, Susanne, & Ariza, 2013, p. 5163).
Besides, technology impact the personal and professional growth of the teachers empowering them to go beyond the classrooms’ wall and incorporate other productive resources which lead to gradual improvement of literacy instructions. Electronic forms of communication allow educators to communicate and interact with their counterparts and influence inclusion of different learning strategies as well as updated materials. Furthermore, technology equipment enhances active support for teachers to implement inspiring and adaptable incrementing materials (Judson, 2010, p. 278).
Conclusion
To sum up the discussion, it is evident that most children are apparently considered as digital natives since the current world is entirely ruled by technology in almost all the institutions and organizations hence embraced adequately by the young generation. Therefore, technology employment in literacy teaching is more effective and amount to infinite merit especially to students who experience difficulties in reading and writing. Learners who have familiarized with various forms of technology come furnished in knowledge required to navigate through separate programs, thus, providing them with simple transition when exploring technology in a different educational setting. Therefore, those learners utilize computer soft wares to the fullest.
However, it is crucial to mention that despite the fact that technology improves literacy skills; reading and writing, different learners constitute different requirements when learning. Besides, technology has an added advantage in that it motivate children to engage in productive exercises such as writing, reading and listening, therefore, sharpening their ability to acquire much knowledge in literacy skills. Practitioners and Educators also benefit from the installed forms of technology which empower them to attain current materials not suppressing the traditional ones rather supplementing their content in digital form.
References
Annet van Drie, J., van Boxtel, C., & van der Linden, J. (2013). Historical reasoning in a computer-supported collaborative learning environment. Collaborative learning, reasoning, and technology, 266. https://scholar.google.com/scholar?as_ylo=2012&q=RESNICK,2000,+ASSOCIATE+AND+TALK+WITH+COMPUTER&hl=en&as_sdt=0,5#
Baynum, L., & Keyes, C. S. (2014). Virtual Vacations: Recursive Scaffolding in. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 118-190 https://scholar.google.com/scholar?hl=en&q=Sylvester+and+Greenridge+2009&btnG=&as_sdt=1%2C5&as_sdtp=#
Calkins, L., & Ehrenworth, M. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann
Judson, E. (2010). Improving technology literacy: Does it open doors to traditionalcontent?.Educational Technology Research And Development, (3), 271-284.
Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22-52. https://scholar.google.com/scholar?q=higgins+%26+cox+2000%2C+uses+of+CD-ROM+IN+LEARNING&btnG=&hl=en&as_sdt=0%2C5#
Sylvester, R., & Greenidge.,W. (2009). “Digital storytelling: Extending the potentialfor struggling writers.” Reading Teacher. Education Source,EBSCOHost (accessed November 29, 2014). 63, no. 4: 284-295
Weber, R. K., Susanne, L., & Ariza, E. (2013, March). Common Core Standards for Middle School: Reading, Writing, and the iPad. In Society for Information Technology & Teacher Education International Conference (Vol. 2013, No. 1, pp. 5161-5163).
Zarei, A. A., & Taheri, S. (2013). Multiple intelligences as predictors of self-efficacy. International Journal of Language Learning and Applied Linguistics World, 124. https://scholar.google.com/scholar?as_ylo=2012&q=(Temiz,++Kiraz,+2007&hl=en&as_sdt=0,5#