Impact of Technology of Phonemic Awareness on Kindergarten Students - Literature review Example

Heading: Kindergarten and Technology Your name: Course name: Professors’ name: Date Introduction With the fast growing technological world, every sector of economy is utilizing modern technological innovations in order to improve their performances. One of these sectors involves learning institutions right from kindergarten level to the university levels. Even in the preparation of teachers, there is a need for crucial examination concerning the issue of learning and teaching in highly networked classrooms that are rich in technology. This paper explores some of the research articles as regards the use of technology in learning institutions, especially at the kindergarten level. The essay examines three study articles on use of technology to teach kindergarten learners. Review of the articles 1. A Study of the Impact of Technology of Phonemic Awareness on Kindergarten Students by Amy Tyrant This is another article that describes a research conducted by Amy Tyrant with a purpose of determining whether the enforcement of technological interventions has an effect on the phonemic consciousness of the kindergarten learners in an addition class. The main purpose of the research is to find whether the initiative of integrating technology in teaching phonemic awareness will raise their scores and understanding in an addition kindergarten classroom (Trant, 2007, pp.2-26). Research question The research question was to establish the difference in performance in inclusion class between instructional strategies if a tradition teacher or student teaching as compared to student-technology teaching among kindergarten students. According to Tyrant (2007, p.4), it is assumed that strong incorporation of technology will boost learners’ phonemic awareness, as well as their scores on the DIBELS (Dynamic Indicators of Basic Early Literacy Skills examination). Participants The participants of the study were the nominated campus students, aged between Participants and demographics In this study, Trant (2007, pp. 2-26) says that participants used are ten kindergarten learners that vary in age from five to six years. These students come from a wide range of socio-economic backgrounds; eleven of the students in the inclusion class have both parents, whereas four of them have single parents. Summary In terms of the literature review, present children are among the first members of the digital age. For that matter, they are brought up in a technology-rich society; hence forcing numerous schools to employ ICT in their teaching and learning approaches. Clearly, there is a clear desire for learners to employ technology in schools for learning purposes. As Cramer, (2007) says, modern educational objective is to promote student learning, if technology could aid this, it must be incorporated into the school curriculum. Additionally, despite the fact that technology can enhance learners’ performance, not all technology is helpful. In fact, technology employment in classroom can be categorized into two divisions that include learning with technology, and learning from technology. According to Trant (2007, pp. 2-26), the study design involved the use of pre or post-test design. Before the start of the research, a DIBELS assessment was conducted in the class. In terms of its results, the school has resolved to boost students’ performance for the last three years prior to the study. The study shows that the priority for the increase in learner’s achievement emphasizes on all students that range from learners at risk to high educational achievers. Educators are collaborating with learners in ability grouping pushing entire learners to reach their abilities. Results From the data collected, it is explicit that the school has allowed students to obtain 30 minutes every day of extreme intervention teaching. With the intervention, the learners got successful with the achievement of targeted standard. The school teachers are aided every day in their lesson by an interventionist attending class to work with learners in small groups and help them with teaching. Though different instructional strategies and methods are used, the school mainly uses technology. In order to determine whether there is a difference in the performance of students upon using technology, three year evaluations were conducted. Explicitly, the students that risk performing below the standard increased their performance after the integration of technology in their lessons (Trant, 2007, pp. 2-26). Conclusion The study shows that while both groups obtained teacher-student teaching and technology-student teaching, most of the students scored higher marks with teacher-instruction as compared to technology student approach. Implication This implies that, although technology is a crucial classroom resource, it is not the best alternative for direct teacher instruction. According to Tyrant (2007, p.7), kindergarten students seem to not concentrate when working alone with technology without teacher’s guidance and supervision. Therefore, use of technology should be integrated in schools, but special attention should be given to kindergarten students whose performance deteriorates if they lack teacher’s guidance and supervision. 2. Coming to Teaching in the 21st Century by Patricia Clifford and Sharon Friesen, and Jennifer Lock Another article studied in this essay is Coming to Teaching in the 21st Century by Patricia Clifford and Sharon Friesen, both of The Galileo Educational Network, and Jennifer Lock of and University of Calgary. Research question What is the significance of information and communication technology (ICT) in teacher education? Participants The participants in the study were university students training to be teachers in kindergarten and K-12 schools. These were between the ages 20-25 years in various in Canada. Summary The deans of education faculties in every degree-awarding university in Alberta; the university of Calgary, University of Lethbridge, University of Alberta, Concordia University of Alberta, and King’s University College elected environments and sites, which they deemed new strategies in teacher preparation were specifically efficient in the support and preparation pre-service teachers, so as to employ technology in their teaching and learning in the ICT framework created by Alberta program of researches (Clifford, Friesen & Lock, 2004, pp. 1-188). In terms of the methodology, various data collection techniques were used, such as, interviews. The participants of the study were the nominated campus students, who were interviewed by use of structured format. The researchers used semi-structured and videotaped interviews, and a simple random sampling method. Students in small groups were also observed in their practicum placements so as to pay attention on their ability to draw upon, apply what they learn in class as they incorporated ICT in their learning experiences designed for young children. Additionally, the data involved in the study include notes, videotapes, recorded and transcribed interviews, artifacts, and email communication (Clifford, Friesen & Lock, 2004, pp. 1-188). Results According to the research findings, learning and teaching by use of technology is, primarily, academic instead of technical; technology fluency does not automatically mean the capability effectively teach using it; reforms to presentational or transmissionist pedagogy and conservative instruction strategies in university produce substantial outcomes; well-constructed technological environments offer meaningful and engaging interaction for learners; detaches between practicum and campus experiences with technology incorporation obstruct the successfulness of teacher training; new ways of professional expansion partnerships and to field post practices demonstrate promise in linking practical and university experiences; infrastructure, technology, and support present substantial problems in schools and campus; and that innovation is always a lonely path (Clifford, Friesen & Lock, 2004, pp. 1-188). Conclusion Clifford, Friesen and Lock (2004, pp. 1-188) say that technology incorporation in teaching, especially Kindergarten children requires both extensive training and its grounding on pedagogy. With respect to the literature reviewed in the study, La Grange and Foulke (2004, p. 10) assert that propositions for utilization of ICTs should be scrutinized in the perspective of wider teaching and learning approaches, such as, and problem-based pedagogies and inquiry-based, and constructivist epistemology. This is one of the statements that the research participants confirmed to be true. Participants also confirmed that there is a disconnect in the practicum and campus experiences, with numerous concerns like low technological levels in schools; lack of reliance on computers by student teachers; practicum posting technology-based classrooms are almost left to chance; and that the need for teachers to learn new technology. Besides, the literature used in the study is demonstrates problems in field placements and requirement for partnerships that would connect practicum and campus experiences. Lastly, Clifford, Friesen and Lock (2004, pp. 1-188) say that the participants and literature engaged in the study agree that there are challenges of becoming an innovator such areas. Both show overlooking of education technology as a field, which leads to isolation and suspicion, between those using technology and the curriculum experts. Implication As per the study, use of technology is vital in the enhancement of performance in schools. The study recommends that the government, schools and universities should ensure that there is an effective integration of education technology so as to improve performances and achievement of set goals. This research helps in identifying some of the gaps in the integration of technology in learning institutions. Therefore, it emphasizes on the importance of incorporating technology in schools, especially in kindergartens. 3. Why PT3? An Analysis of the Impact of Educational Technology by Daniel Kmitta & Davis John According to this article, an examination of three questions concerning the employment computer technologies and teaching is conducted. Research question What is the impact of educational technology on learners’ achievement, school climate, and on cost efficiency? The first research question regards the impacts of computer technologies on learner’s achievement, while the second one addresses the influences of computer technologies on school environment. The third study question seeks to examine the costs efficiency of computer technologies in the schools. Participants In the study, participants were kindergarten male and female students at ages of between 4-6 years from average socio-economic backgrounds in the United States. Summary Basing on the latest literature reviews, survey research, and recent studies, which were exclusive of the latest reviews, data synthesis shows that general positive impacts that computers have on learner’s performance and on the school climate. The study also demonstrates that the use of technologies in United States schools is cost-effective (Kmitta & Davis, 2004). According to the article, the last 5 years there is unusual amount of public and private sector money that have been used in training infrastructure and equipment for K-12 learning and teaching environment. As Johnson (2000), during the financial years 1997 and 2007, federal government has spent about $1.25 billion on Technology Literacy Challenge Fund. The PT3 (Preparing Tomorrow’s Teachers to Use Technology) plan had devoted more than $75million only in programming activities. Future expenses are expected to be greater than the past. In terms of the study’s methodology, the researchers employed six graduates to assist in the identification and retrieval of the study’s articles. The various database searches must be used so as to find and obtain evidence-based articles. Some of the databases employed in the study include dissertation abstracts, government documents, Lexis-Nexus, and education resources Information (ERIC). The first articles obtained entailed both traditional and meta-analytic literature reviews. A master outline of study questions with literature that effectively informed on the examination. Although the process was time-consuming, it helped in the reduction of huge information volumes into necessary components for every article in the review. With reference to literature reviews and findings of this study, computer technologies have positive impact on academic environment. In this outcome, there is a big difference. On average, the correlation strength between student achievement and computer technologies ranges from low to moderate (Kmitta & Davis, 2004). Seldom in literature review are clearly strong connections. It was also discovered that the correlation between foreign languages and interactive computer technologies, one of the rare negative results in literature review. Other reviews failed to compute statistical connection between technology and student achievement, instead, they inferred a positive technology performance relationship from their literature reviews. According to Sivin-Kachala (2000), technology can enhance teaching and learning, but simply having technology is insufficient to automatically lead to better educational results. In terms of technological effects on school environment, an agreement emerges that there is a relationship between technologies and learner achievement that is intricately attached to the school climate and the community at large. Nine of all the reviews analyzed on effects of computer technologies on school and community social environment, while two of them did not (Kmitta & Davis, 2004). One of the results is that the kind of learning theory applied in collaboration with computer technologies has certain bearing on the instruction quality of K-12, especially the kindergarten level. The researchers found out that the combination of traditional instruction and technology either as drill and skill, tutor, or practice, resulted in marginal enhancement in learner attainment levels as assessed by average tests. Besides, Kmitta and Davis (2004) say that it is clear that lower achieving learners greatly benefit from the drill and skill strategy, while high-achieving learners do not. Higher education achievement was seen in both higher and lower achieving learners in the few researches, which applied some kind of developmental, cognitive, and constructivist kinds of educational theory, as well as computer technologies. Additionally, the study demonstrates that computer technologies have an explicit impact on the professional growth of teachers and other academic leaders. Here, the research shows that when educators are given explicitly structured lessons on how their colleagues apply technology in classroom activities, and offered chances to adapt and use technology to their own pedagogy, computer application in class will improve. This also boost learners’ attitude towards school and learning; hence improved performance (Kmitta & Davis, 2004). In terms of cost effectiveness, none of the researches gave strong empirical proof from information to aid their conclusions. Some scholars like Sivin-Kachala (2000) assert that because technology is dynamic, budgeting for it must be flexible, based on training and requirements of administrators and teachers, and eventually the objectives and goals set for learners. Conclusion and Implication Technology improves learners’ achievement in schools, especially in kindergarten level. It also helps in promoting a good learning environment, especially when there is an integration of teacher education and student learning. Lastly, incorporation of technology in both teacher education and student learning is cost-effective, and enhances performance. Conclusion The three study articles above summarize some of the effects of using technology in learning institutions, particularly at kindergarten levels. The first article demonstrates the importance of using technology in kindergarten classrooms to improve learners’ phonemic consciousness. The second article shows the need for integrating technology in teacher education and student learning. The last article also demonstrates that application of technology in schools, especially at kindergarten level boosts students’ achievement, school and community social environment, as well as cost-effectiveness. References Clifford, P., Friesen, S. & Lock, J. (2004). Coming to Teaching in the 21st Century: A Research Study Conducted by the Galileo Educational Network. Pp. 1-188. http://www.galileo.org/research/publications/ctt.pdf Cramer, S. (2007). Update your classroom with learning objects and twenty-first-century skills. Heldref Publications, 80(3) 126-131. Trant, A. (2007). A Study of the Impact of Technology of Phonemic Awareness on Kindergarten Students. Southeastern Louisiana University. Pp. 2-26. http://lionsden.tec.selu.edu/~atrant2/etec%20695/researchstudy.pdf Kmitta, D. & Davis, J. (2004). Why PT3? An Analysis of the Impact of Educational Technology. Contemporary Issues in Technology and Teacher Education, 4(3). http://www.citejournal.org/vol4/iss3/general/article1.cfm La Grange, A. & Foulke, E. (2004). Emergent framework for ICT integration within faculties of education in Canada. Prepared for Industry Canada on behalf of Canadian Association of Deans of Education (CADE). Johnson, K.A. (2000). Do computers in the classroom boost academic achievement? A report of the Heritage Center for Data Analysis. Retrieved April 2, 2012, from http://www.heritage.org./Research/Education/CDA00-08.cfm Sivin-Kachala, R. (2000). 2000 research report on the effectiveness of technology in schools: Executive summary. Retrieved April 2, 2012, from http://www.siia.net/store/default.asp Read More