Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families Patti Hutinger Carol Bell Linda Robinson Denita Clover

Projects Early Childhood Emergent Literacy Research Project Early Childhood Emergent Literacy Research Project Literacy Demonstration (ITLC) Literacy Demonstration (ITLC) LitTECH Interactive Outreach LitTECH Interactive Outreach Early Childhood Emerging Literacy Technology Curriculum (ELITEC) Early Childhood Emerging Literacy Technology Curriculum (ELITEC) LitTECH Outreach LitTECH Outreach

Research Qualitative three year research study involved eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes in rural and urban Illinois) Qualitative three year research study involved eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes in rural and urban Illinois) Four different types of classrooms Four different types of classrooms  New to technology  Technology familiar classroom  Technology familiar classroom (Observation/control site)  No Technology (Observation/control site)

Key Findings of Research Carried on conversations Carried on conversations Acquiried socialization and communication skills Acquiried socialization and communication skills Used appropriate vocabulary Used appropriate vocabulary Articulated key concepts Articulated key concepts Identified environmental print Identified environmental print Attended Attended Shared/Took turns Shared/Took turns

Key Findings of Research Made judgments Made judgments Solved problems Solved problems Used related literacy materials Used related literacy materials Listened Listened Predicted sequence and outcomes Predicted sequence and outcomes Looked at or ‘reading’ a book Looked at or ‘reading’ a book

Effective Instructional Strategies Appropriate software Appropriate software Curriculum integration with adaptations Curriculum integration with adaptations Management strategies Management strategies Consistent with NRC Recommendations

Software Three types of software Three types of software · Story based software · Tool and graphics software · Authoring/Multimedia programs

Early Learning Standards Reading Reading  Shows beginning understanding of concepts about print  Begins to develop knowledge about letters  Demonstrates phonological awareness  Comprehends and responds to stories read aloud  Shows appreciation for books and reading

Early Learning Standards Writing Writing  Uses letter like shapes, symbols, and letters to convey meaning  Represents ideas and stories through pictures, diction, and play  Understands purposes for writing

Establishing and Maintaining Investigate Investigate  implementation and  maintenance in multiple settings Compare results to original research results Compare results to original research results

3 Components of the Model Curriculum Curriculum Technical Assistance to Teachers Technical Assistance to Teachers Technical Assistance to Families Technical Assistance to Families

Participants over 3 years 17 classrooms, 18 teachers, 438 children 17 classrooms, 18 teachers, 438 children 7 classrooms early childhood special education 7 classrooms early childhood special education 7 pre-kindergarten at risk 7 pre-kindergarten at risk 3 inclusive programs 3 inclusive programs Teaching experience ranges from years Teaching experience ranges from years

Treatment Groups Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 & 3 Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 & 3 Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2B (G2B) 2 classrooms that participated in Year 3 Group 2B (G2B) 2 classrooms that participated in Year 3 Group 3 (G3) 7 classrooms whose teachers had prior experience with model Group 3 (G3) 7 classrooms whose teachers had prior experience with model Group 4 (G4) comparison classroom in Year 3 Group 4 (G4) comparison classroom in Year 3

Findings across both studies Carries on a conversation Carries on a conversation Makes judgments Makes judgments Listens Listens Attends Attends Predicts sequence and outcomes Predicts sequence and outcomes Shares/Takes turns Shares/Takes turns

Findings continued Social interaction among children Social interaction among children Social interaction between children and adults Social interaction between children and adults Uses appropriate vocabulary Uses appropriate vocabulary Solves problems Solves problems Uses related literacy materials Uses related literacy materials

Conclusions Need for support through technical assistance and follow-up after training Need for support through technical assistance and follow-up after training Changes in children’s learning influences effective implementation Changes in children’s learning influences effective implementation Takes the passage of a generous amount of time to implement an innovation (more than one or two years of training) Takes the passage of a generous amount of time to implement an innovation (more than one or two years of training)

Maintenance Compared G1 teachers with G3 teachers in Year 1 Compared G1 teachers with G3 teachers in Year 1  No significant differences between children’s individual literacy at beginning of study or their behavior interactions (one exception)  Both groups made significant but similar gains

Taking a deeper look G3 teachers participated in training and follow-up in subsequent years G3 teachers participated in training and follow-up in subsequent years  Children started at a higher level  Outperformed other groups  Teachers started earlier  Teachers used more elements of the model  Twice as much literature based software  Two thirds more graphic and writing software  Greater use of authoring programs

Results demonstrated Technology provides access to literacy activities Technology provides access to literacy activities Integrated curricular approach used in the model offered a meaningful context for learning Integrated curricular approach used in the model offered a meaningful context for learning Children with disabilities as well as children at risk made gains in aspects of both literacy and technology use Children with disabilities as well as children at risk made gains in aspects of both literacy and technology use

Early Reading First Positive impact on Positive impact on  print knowledge  letter knowledge, No impact on No impact on  phonological awareness  oral language.

Early Childhood Technology Integrated Instructional System (EC-TIIS) Phase 3 Steppingstones Project Phase 3 Steppingstones Project Based on Phase 1 and Phase 2 Projects Based on Phase 1 and Phase 2 Projects Evidence-Based Content Evidence-Based Content

EC-TIIS Website Content Nine Online Workshops  Adaptations  Computer Environment  Curriculum Integration  Emergent Literacy  Expressive Arts  Family Participation  Math/Science/Social Studies  Software  Technology Assessment

EC-TIIS Website Content Combination of:  Activities  Links  PDF files  Information  Resources  Performance Indicators

EC-TIIS Web Site Registration/LogIn Registration/LogIn Registration/LogIn Main Menu Main Menu Site Map Site Map

EC-TIIS Workshops Emergent Literacy Emergent Literacy  Introduction Introduction  Position Statements on Early Literacy  Emergent Literacy Concepts  Stages of Writing  Designing the Environment  Labeling  Designing Centers for Literacy  Management Techniques

EC-TIIS Workshops Emergent Literacy Emergent Literacy  Technology Integration Technology Integration Technology Integration  Interactive Commercial Software Green Eggs and Ham activity - pdfGreen Eggs and Ham activity - pdf  Tool Use Software Kid PixKid Pix  Adaptations/Customization Adaptations/Customization  Adapted Books  Computer Adaptations

EC-TIIS Workshops Emergent Literacy Emergent Literacy Emergent Literacy Emergent Literacy  Assessment  Creating Portfolios with Authoring Software  Assessment Instruments

EC-TIIS Groups Early Childhood Special Educators Early Childhood Special Educators Head Start Educators Head Start Educators Child Care Providers Child Care Providers Families Families University Faculty University Faculty University Students University Students Extended Extended

Phase 3 Design 3 related multistrand mixed model studies Study 1  Make comparisons to EC-TIIS 2 findings  Determine effectiveness of workshops on large number of diverse users  Answer exploratory research questions related to web site use  Participants are Educators, Families, and Extended groups

Study 1 Measures Technology Survey Technology Survey Classroom Use of Technology Classroom Use of Technology Family Use of Technology Family Use of Technology Pre and Post Workshop Assessments Pre and Post Workshop Assessments Exit Survey Exit Survey

Phase 3 Design Study 2  Confirm and compare the findings of Study 1  Randomly select participants from Study 1  Educators and Extended who complete 3 workshops  Families who complete 1 workshop

Study 2 Measures  Interviews - Teachers, Families  Samples of Child Products  Digital Pictures  Video  Interesting Incident Reports  Action Plans

Phase 3 Design Study 3  Explore, confirm and compare findings related to use of workshops as:  supplement to university courses  stand-alone graduate course

Study 3 Measures Faculty Faculty  Survey  Questionnaire Student Student  Survey  Workshop Pre and Post Assessments  Workshop Exit Survey  Performance Indicators

Data Analysis Procedures Data from Online Surveys downloaded directly into MySQL database Data from Online Surveys downloaded directly into MySQL database Transferred into SPSS for analysis Transferred into SPSS for analysis

Participant Positions N=1280 Positionn% University Student Early Childhood Educator Other Administrator Early Childhood Special Educator Child Care Provider University Faculty Family Member Head Start Educator Support Personnel Program Assistant 201.6

Participant Locations N=1280 StatenPercent Illinois Florida Outside U.S. / Military North Carolina Ohio675.2 California524.1 Michigan524.1 New York Texas352.7 Kentucky322.5 South Carolina Pennsylvania282.2

Emergent Literacy Workshop Assessment Results

Credit Options Continuing Education Units (CEUs) Continuing Education Units (CEUs) Continuing Education Units Continuing Education Units Continuing Professional Development Units (CPDUs) Continuing Professional Development Units (CPDUs) Certificate of Completion Certificate of Completion Graduate Course - IDT 573 Graduate Course - IDT 573

Center Website