Using Technology to Support Literacy in a Preschool Classroom
CIEC 6180
Esmeralda Torres

Introduction
What is literacy? Literacy is defined simply as the ability to read and write. This is taught in all classrooms in many different ways from reading books to writing summaries of books. Literacy though, can be taught through technology as well. In today’s world, technology continues to grow at a rapid pace and has therefore opened many opportunities for teaching and learning. Connecting students with digital literacy will allow teachers to support their students’ literacy growth.
It is not just about the pencil and paper anymore. When we think about technology we immediately envision a computer, a tablet, or a smartphone but technology is not just those things. Televisions and radios are technology as well and can be used to support children’s literacy development in different ways. There are many different methods and programs that allow us to target all types of students therefore teachers should embrace technology and its many educational uses. This paper will look at how different types of technology can be used to support literacy in a preschool classroom.
Why use technology? Using technology in our classrooms will actually help motivate students into learning. The excitement the students get when a laptop or tablet is pulled out is what begins that motivation. Even those children that were not paying attention are suddenly paying attention all because technology was presented to them. “Teaching digital literacy in the classroom is important both in the present and also for the future as almost every career today and in the future most certainly will require some type of technological skills thus making developing these skills an important part of education (Clarke 2014).” Incorporating technology also helps teachers think outside of the traditional ways of teaching and allows them to think critically about literacy. Technology use is also a standard that exists in both the Preschool Teaching and Learning Standards and in the Common Core State Standards. NAEYC’s position statement with regards to technology states:
“Technology and interactive media are tools that can promote effective learning and development when they are used intentionally by early childhood educators, within
the framework of developmentally appropriate practice (NAEYC 2009a), to support learning goals established for individual children (NAEYC).”
Within those learning goals are reading, writing and language-all components of literacy. Providing children with the use of technology to support literacy may not only excite the children but it also helps show children that technology is not just about playing games or watching cartoon shows. It supports children in achieving their learning goals, no matter what the grade level. “For technology to be developmentally appropriate, it should be responsive to the ages and developmental levels of the children, to their individual needs and interests, and to their social and cultural contexts (McManis & Gunnewig 2012).” When using technology to support literacy, it is important to remember to choose programs and methods that are developmentally appropriate to your children.

Using Music to Support Literacy “Many young children appear to be naturally inclined to hum or to sing a tune so it is beneficial to build upon their musical interests and enhance their literacy development simultaneously (Paquette & Rieg 2008).” We are exposed to music from an early age. As babies, many parents sing lullabies to their children to calm them or to put them to sleep. Music plays an important role in the development of language and literacy in children from a young age. “A child’s introduction to patterned text often occurs first in songs, chants, and rhymes which are repeated throughout childhood. When songs, chants, and rhymes are utilized, concepts about print become more meaningful and conversations of print are learned in context (Paquette & Rieg 2008).” Songs can be used to teach language skills, such as pronunciation, vocabulary, sentence patterns, and parts of speech. BINGO is a song that many teachers and parents alike sing to their children. This song is not just fun, but it also teaches children about letters, letter sounds and spelling. There are also songs that reinforce consonant sounds such as Mary Had a Little Lamb (the /l/ sound) and Row, Row, Row Your Boat (the /r/ sound). Songs such as Twinkle, Twinkle Little Star can also be used to help children learn about words that sound similar to each other but look different (i.e. high and sky). Children are familiar with many of these songs because we teach it to them in our preschool classrooms. Because of this familiarity, reinforcing the literacy components in these songs is much simpler and helps children learn in a manner that they enjoy. Reading fluency can also be developed through music. Using song-based literature, such as 5 Little Monkeys Jumping On the Bed, helps to motivate and engage children in the reading process. In a preschool classroom, a listening center can be used where children can listen to the story through headphones while looking at the words in the book. Song-based literature can easily be implemented within a daily classroom routine since music can be sung almost anywhere. Another way music supports literacy is by teaching writing skills. Children can learn to write words for songs they are familiar with or create a book based on that song. For example, the children could listen to the story and song Brown Bear, Brown Bear: What do you see? and after listening to it, they can create their own story based on things they have seen. Their book could then be read back to the same tune of Brown Bear, Brown Bear. Children can also create their own illustrations based on music they have heard. After listening to a song, they can sit down and draw what they feel the song represented to them. These are only a few of the many activities that can be done with music to support literacy in an early childhood classroom setting. “A musically, literacy-rich environment will generate interest, encourage creativity, and set the stage for a positive learning environment (Paquette & Rieg 2008).” This next section will explain how music, along with other technology, can also help support literacy development in English Language Learners (ELL).
Using Technology with English Language Learners “Technology tools can be effective for dual language learners by providing access to a family’s home language and culture while supporting English language learning (NAEYC).” It provides children the opportunity to learn English in different ways. As indicated above, music helps play a part in teaching children literacy along with technology tools such as computers and tablets. “Most of the language young ELL’s will encounter is informal so linguistically using songs can prepare students for the genuine language they will encounter (Paquette & Rieg 2008).” There are many different types of songs that children can be exposed to, including those in their own culture. This helps them learn more about their culture and others’ cultures as well. As mentioned in the previous section, songs play a big part in helping children develop language skills. There is a website, http://www.songsforteaching.com/esleflesol.htm, that provides a list of songs to help ELLs learn conversational English along with learning words from the English vocabulary and proper English Grammar. Websites such as www.starfall.com are great for ELLs because it provides children with activities to learn the alphabet, learn new words and learn how to read in a fun and interactive way. This website is easy to navigate through and teaches young children the basics of English in a manner that they will enjoy and understand. Childtopia.com is another website that encourages reading and writing. There is an activity titled Learn to Draw the Letters where children can select the letter and watch the bird write the letter for them. This is great because children can have a paper and pencil in hand and mimic writing the letters using the same strokes as the bird. These are only two of the many great websites that are available to assist English Language Learners in their development of the English language. As NAEYC indicates in their position statement, “Technology should be used as a tool to enhance language and literacy, but it should not be used to replace personal interactions (Naeyc.org).” Although personal interactions with English Language Learners may be difficult, especially if you do not speak their native language, the use of technology helps make those interactions go smoother and feel more natural. iPads and Literacy Although this section will concentrate on iPads in particular, many of the applications available for the iPad are available on any other tablet as well. “Using iPad apps to read, write, or communicate may facilitate the emergence of the roots of literacy in digital environments, similar to those that adults frequently use, and within which children will be expected to be able to use more conventionally as they become older (Beschorner & Hutchison 2013).” iPads are a great venue to introduce literacy to young children. Awareness of print is when children become aware that print is meaningful. iPads allow preschool children to develop this awareness through its display of applications. To select an application on the iPad, the child must press a square, which usually contains and image and print. “This image and print serves as an entry point for a particular app, which serves a specific function (ie. a writing app, an app that will read stories, or a letter game). Thus, children became familiar with the image and print for each app, developing meaning for the on-screen representation (Beschorner & Hutchison 2013).” They become familiar with the symbols that represent a particular app and therefore can then identify what that app is. iPads can help children develop emergent writing skills. Apps such as Doodle Buddy and Drawing Pad allow children to use their fingers as their writing tools along with providing them with options to type text using a keyboard, add digital stickers or add pictures taken with the iPad. In allowing this, children become more eager to talk about their creations and writing. There are also apps such as Magnetic ABCs that allow children to work with letters on the screen. They can write their own names or their friend’s names. Since the iPad can be easily carried, children can also carry it with them to “write” words they see around the classroom environment. The iPad, like a computer, also provides children with the option to read or listen to digital stories. Interactive e-books or apps such as Toy Story Read-Along provide children with an interactive story-telling experience. The words are highlighted as the book is read, adults can record their own narration and it includes activities that children can explore. Providing experiences beyond just storytelling on the iPad helps captivate and maintain children’s attention. In the study that was done by Beschorner & Hutchison (2013), the two teachers suggested “that the communication between children when utilizing the iPad was the biggest difference they noticed in their classroom during the present study.” iPads allows the children to develop social skills by helping each other on the iPad or by just being curious as to what another child was doing on it. In preschool, social skills are something that children are developing and providing them with opportunities to use iPads can help facilitate this.
Technology and Bloom’s Taxonomy Bloom’s Taxonomy was created by Benjamin Bloom and refers to the hierarchal arrangement of thought categories that begin with simple tasks and progresses to tasks that require more complex thinking. Teachers use this taxonomy to help with lessons, objectives and activities to help students’ progress from the lower levels of thinking to more complex levels of thoughts. The six levels of Bloom’s Taxonomy, in order, are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Technology can be applied to each of these categories to help children progress with their thoughts while using technology as well. The first level is remembering which is basically where children recall what they have read. They can do this by answering questions we provide them but they can also recall using technology. Wordle.net is a website that allows teachers and children to create word clouds using words that are seen more frequently in a text. For example, as a preschool teacher is reading a story, children can help point out words that are used more frequently. During this time, the teacher can keep a list of the words. The book can be read again but this time counting the amount of times each word appears in the book. After this is done the teacher, in either a large or small group, can log into Wordle.net and create a word cloud using the words the children just came up with. By picking out the important words, “engaging in multiple readings of the text, and creating a graphic representation of these words the students increase their ability to recall or remember key parts of the text (Clarke 2014).” The second level is understanding the text that they read. Children can understand the text by creating a timeline. After writing down facts from a story that was read, children can log into www.tiki-toki.com and create an interactive timeline that helps demonstrate their understanding of important events within the story. This can be incorporated in a preschool setting by having the teacher write and create the timeline but having the children dictate what will go on the timeline. Applying what the children have learned in a new context shows a higher level of processing and understanding. A great way to do this is by having them create a Glog (www.glogster.com). When we were younger, we used to show our interpretations of a story on a poster board with images and markers. “A Glog serves a very similar purpose, except that it is all web-based…one gets a virtual blank poster board where one can add text, images, sounds, videos, and recording to help demonstrate the topic (Clarke 2014).” Teachers can work with their children to create a Glog of their own that they can then share with anyone virtually. By creating a Glog based on something they have read, students are applying what they have learned and creating a new context for that knowledge. The fourth level of Bloom’s Taxonomy is analyzing. When we ask children to analyze we are asking them to “deconstruct knowledge and look at something in its multiple parts and integrate knowledge into different structures and think critically about issues (Clarke 2014).” This type of thinking requires more processing and shows a deeper level of understanding. Technology can help make this type of thinking visible to those children. They can create their own mind map on www.mindmeister.com. Creating a mind map allows students to see how different information is related to one particular topic. For example, in a preschool setting, after listening to a story about dogs children can tell you the different information about dogs that they heard. This information can then be used to show the children mind map. It helps them see that even though the information is different, it all relates to dogs. Explain Everything is a tablet app that allows children to use an interactive whiteboard to show how they have analyzed the information. They can use audio, add images, and create their own print using this application. With this, it would be important to teach children how to use the app before letting them use it to show how they analyze a story. Evaluating is the fifth level in Bloom’s Taxonomy. Children are asked to make judgments based on facts and information. A great way technology can be incorporated to help with evaluating is by having the children evaluate a book they have read. A teacher can set up an account on Goodreads.com, which is a site where users evaluate and recommend books in a public forum. For younger children, teachers can read the story and then ask the students if they liked it or not and why. The teacher can then show the children how she will post their reviews on this website. The final level in Bloom’s Taxonomy allows students to create something new based on the information they have read. There are many technology tools that help teachers support their students in creating their own stories. Animoto.com is a great website that allows students to create their own videos. In a preschool setting, students can help summarize a story and then choose images that help represent the themes in that story. Students can then choose music that would fit the text and with this, teachers can also talk to students about how music can convey a message as well. Storybird.com is another website that helps students create a video of their own story. As you can see, technology helps support many skills on the hierarchy of Bloom’s Taxonomy and lends itself to naturally support differentiation of students. There are many technological choices that children have when targeting each level on the hierarchy therefore providing students with different opportunities to demonstrate what they have learned is beneficial. By combining reader response with Bloom’s Taxonomy “students are still engaging in skills that are promoted by traditional literacy reader response and at the same time also developing digital literacy skills (Clarke 2014).”
Reflection
I will admit that before I began my first year teaching, I was skeptical about the use of technology. Even after I completed the school year I remained skeptical but after reading the articles related to this paper, my mind has been changed. Many of us think that technology is taking over our children but the reality is that technology is taking over the world and is not leaving anytime soon so why not teach our children with technology? I was unaware of the many different ways that literacy could be incorporated with technology to teach young children. With each article that I read, I became more and more excited about the upcoming school year and how I can incorporate literacy with music, iPads and literacy. Music time is something my children loved and yet I had no idea how many opportunities for literacy there were during that time. We sing songs during every transition and I love how some type of literacy can be included into that as well. Our iPads are already preset with apps but the ones I found during this research paper I plan on showing our IT guy to see if he would be able to include them for the new year. One of my favorite articles talked about Bloom’s taxonomy and how each hierarchy could be supported with technology. During my first year of teaching Bloom’s taxonomy was stressed every week. We have to include questions for children to respond to during our Shared Readings that reflect the hierarchy. After reading that article I began thinking about how boring some of my children may have gotten just answering questions every week. Although that is good, it is also nice to change it up and I plan on using technology every other week to help children reach the higher level of Bloom’s taxonomy. Although this paper is based on technology supporting literacy, throughout my research I learned that technology could be used in more than just educational ways. I found this in an article written by Feldman (2013) and I feel it perfectly sums up what I now feel technology does for children:
“Using computers is a hands on approach that reaches all learning styles. It improves self esteem, increases motivation, decreases discipline problems, encourages cooperative learning and problem solving, and brings opportunities to students to interact with things they may never in their lives get a chance to do in a real life setting.”
Bibliography
Beschorner, B., & Hutchison, A. (2013). IPads as a Literacy Teaching Tool in Early Childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16-24.
Clarke, L. (2014). Reader Response 2.0: Using Technology to Support Literacy Growth. New England Reading Association Journal, 50(1), 44-49. Retrieved from ProQuest Education Journals.
Feldman, D. (2013, November 19). Technology and Early Literacy: A Recipe for Success. Retrieved from http://www.darafeldman.com/technology-and-early- literacy-a-recipe-for-success/
McManis, L., & Gunnewig, S. (2012). Finding the Education in Educational Technology with Early Learners. Young Children, 14-24. Retrieved from https://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdf
Paquette, K., & Rieg, S. (2008). Using Music to Support the Literacy Development of Young English Language Learners. Early Childhood Education Journal Early Childhood Educ J, 227-232.
Primavera, J., Wiederlight, P., & DiGiacomo, T. (2001). Technology Access for Low- Income Preschoolers: Bridging the Digital Divide. Retrieved from http://www.knowledgeadventure.com/jumpstartworld/_docs/ChildTechnol ogy_White_Paper.pdf
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. (n.d.). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf. A joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College