Presentation for Dust or Magic Children's eBook Retreat. http://dustormagic.com/ebooks/

3. THE
BIG
QUESTION
Can
ebooks
of
reasonably
good
quality
help
children
learn
to
read?

4. LACK
OF
EVIDENCE
LITERATURE

5. RESEARCH
IN
ITS
INFANCY

6. What
Do
We
Know?

7. The
joint
posi,on
statement
offers
guidance—based
on
research-­‐based
knowledge
of
how
young
children
grow
and
learn—on
both
the
opportuni,es
and
the
challenges
of
the
use
of
technology
and
interac,ve
media.

8. “When
used
inten,onally
and
appropriately,
technology
and
interac,ve
media
are
effec,ve
tools
to
support
learning
and
development.”
NAEYC
and
Fred
Rogers
Center
Joint
PosiOon
Statement
(2011)

9. Literacy
Affordances
Computer-­‐based
learning
ac,vi,es
in
language
ac,vi,es
seemed
to
induce
greater
levels
of
collabora,on
and
discussions
(Dickenson,
1986)
The
dynamic
nature
of
mul,media
seemed
to
help
children
to
create
mental
models
more
effec,vely
and
improved
comprehension
(Kamil
et
al.,
2000)
Using
computer
soOware
seems
to
benefit
the
learning
of
special
popula,ons,
such
as
ESL,
learning
disabili,es
and
young
children
(Kamil
et
al.,
2000)
The
use
of
computers
in
reading
and
wri,ng
seemed
to
mo,vate
children
more
effec,vely
(Kamil
et
al.,
2000)
Affordances
of
EducaOonal
Technologies

10. Social
Affordances
Children
are
highly
mo,vated
in
computer
environments
and
they
enjoy
sharing
their
experiences
and
strategies
with
each
other
(Blanton
et
al.,
2000)
Children
exhibit
a
rich
versa,lity
of
social
interac,ons
at
the
computer
(HeO
and
Swaminathan,
2002)
(Brooker,
2002)
found
that
peers
frequently
supported
each
other
in
the
learning
process
&
children
benefited
from
“mutually
suppor,ve
collabora,on.”
The
manipula,on
of
shapes
and
symbols
on
screen
represents
a
new
form
of
symbolic
play.
Children
treat
digital
ar,facts
as
“concretely”
as
they
do
physical
play
objects
(Brooker,
2002)
Affordances
of
EducaOonal
Technologies

11. What
the
Literature
Says:
Ebooks

12. Reading
Engagement
Scaffolding
for
Emergent
Literacy

13. Ebooks
offer
an
engaging
medium
for
young
struggling
readers,
ease
of
implementa,on
for
classroom
teachers,
and
opportuni,es
for
individual
prac,ce
for
all
students.

14. Young
children
who
would
not
normally
be
able
to
read
a
book
on
their
own
can
independently
explore
text.

15. READING
ENGAGEMENT

16. 3-­‐TO-­‐6
YEAR
OLDS
FAVOR
EBOOK

17. SCAFFOLDING
Numerous
theories
of
reading
development
recommend
scaffolding
to
promote
literacy
development
.

18. Ebooks
provide
supports
including
• digital
scaffolding
supports
(McKenna,
Reinking,
Labbo,
&
Kieffer,
1999),
• word
pronunciaOon
tools
to
assist
students
with
phonological
awareness
and
decoding
of
text
(Olson
&
Wise,
1992;
Wise
et
al.,1989),
• pictures
cues
and
read
aloud
op,ons
to
enhance
comprehension
(Doty,
Popplewell,
&
Byers,
2001;
Greenlee-­‐Moore
&
Smith,
1996;
Maahew
1996;
1997).

19. Ebooks
provide
scaffolding
through
narra,ons,
anima,ons
and
interac,ve
media,
which
support
young
children
who
are
developing
emergent
literacy
skills.

20. SCAFFOLDS
ASSIST
DECODING

21. Digital
Features
Designed
to
Provide
Evidence-­‐Based
InstrucOon
Emergent
Literacy
Skill
Digital
Feature
Evidence-­‐Based
InstrucOonal
Technique
Alphabet
Knowledge
Computer
offers
leaer
pronuncia,on
Adult
names
leaers
Computer
highlights
and
repeats
leaers
Adult
points
to
leaers
Print
Awareness
Computer
provides
wriaen
text
Adult
reads
and
points
to
text
Computer
reads
and
highlights
text
Computer
offers
click
to
turn
page
and
read
op,ons
on
each
page
Adult
allows
child
to
turn
pages
or
reads
requested
words
on
the
page
Phonological
Awareness
Computer
offers
word
pronuncia,on
Adult
blends
and
segments
words

22. Emergent
Literacy
Skill
Digital
Feature
Evidence-­‐Based
InstrucOonal
Technique
Use
and
Understanding
of
Language
Computer
asks
ques,ons
about
book
(e.g.,
who,
what,
how,
when,
and
where)
Adults
asks
ques,ons
about
book
(e.g.,
who,
what,
how,
when,
and
where)
Characters
talk
in
various
voices
Adult
uses
voices
to
indicate
different
characters
Comprehension
Computer
defines
words
Adult
explains
word
meaning
Computer
offers
anima,ons
to
support
the
text
Adult
offers
explana,on
of
what
is
happening
within
the
story
Computer
offers
repeated
readings
of
the
storybook
to
support
understanding
of
story
plot
Adult
offer
repeated
readings
of
text
to
support
understanding
of
story
plot
Reading
Engagement
and
Expansion
Ac,vi,es
Digital
anima,ons,
sounds,
games,
and
ac,vi,es
within
play
and
read
modes
Adult
voices,
ques,ons,
and
facial
expressions,
and
reading
manipula,ves
Digital
Features
Designed
to
Provide
Evidence-­‐Based
InstrucOon

23. Akron Summit
Community Action, Inc.
Ebooks
in
Akron
Ready
Steps
hap://akronreadysteps.ning.com/

24. ESSENTIAL
EARLY
LITERACY
SKILLS

25. KNOWLEDGABLE
TEACHERS

26. 21st
CENTURY
LEARNING
ENVIRONMENT

27. ENGAGED
PARENTS
&
COMMUNITY

28. THE
CLASSROOM

29. Phase
1:
Ebook
Phase
2:
Environment
Phase
3:
Engagement
Phase
4:
Instruc,on
DESIGN
PROCESS
4
phase
study
each
phase
for
6-­‐8
weeks
The
goal
of
‘pujng
the
lens
down
on
each
component’
and
in
the
process
developing
tools
that
can
help
us
look
more
systema,cally
at
each
component.

30. eReaders
(PDF)
Web
Apps
(Flash/Java)
Mobile
Apps
(iPad/Android)
Digital
Storybook
Audio
Storybook
Video
Storybook
Interac,ve
Storybook
@brueckj23
EBOOK
SPECTRUM

31. EBOOK
QUALITY
RATING
TOOL
hap://bit.ly/eQRTv4public

32. HIGH
QUALITY
EBOOK
Interac,on
Ease
of
Use
Mul,media

33. PHYSICAL
ENVIRONMENT

34. LEARNING
SPACES

35. Physical
Space
(Classroom)
Physical
Space
(Classroom)
Digital
Space
Core
Skills
New
Context
Learning
Space
formal
informal
synchronous
asynchronous
Developed
by
Mr.
David
Jakes.
Used
with
permission.
OUR
EDGE

36. EBOOK
NOOK

37. ENGAGEMENT

38. DEVICE
MATTERS

39. MOBILE:
LOOK
&
TOUCH
TOUCH
SCREEN:
MOVE
&
GESTURE

40. INSTRUCTION

41. SHARED
EBOOK
READING

42. EASY
TRANSITION
TO
EBOOK

43. Shared eBook Reading Plan
Title: Date:
New Words:
Instructional Segment Plan Notes
Note pre-selected
screens for instruction;
information/ vocabulary
to point out; organization
for mobile reading
Before
Use pocket chart for
introducing target words
• Point out title, author
• Discuss what the story
is about
• Highlight vocabulary
words (Say; Tell; Do)
During • Listen or Read Aloud
• Pause to discuss
• Highlight new words
(as needed)
After • Ask for favorite part
• Repeat new words (as
needed)
• Prepare for mobile
reading
Mobile • Distribute mobile
devices to individuals
or pairs
• Select place to
browse/read
• Monitor engagement
Observations
Note: Keep vocabulary instruction short and simple. (1) Say target words and ask children to
say them. (2) Tell about the word meaning and encourage children to talk about the meaning
a little bit. (3) Use a gesture (if possible) to help children remember the word; invite
children to use the gesture + say the word.
INSTRUCTIONAL
RESOURCES

44. ENLARGE
|
ENRICH
|
EXPAND

45. TEACHER
HAND
OVER

46. This
small
but
growing
body
of
lab-­‐based
and
field
research
suggests
that
the
signature
characterisOcs
of
ebooks
do
not
appear
to
interfere
with
the
emerging
literacy
skills
of
most
children,
and
in
fact
may
be
promoOng
essenOal
skill
development
for
some
children.
LESSONS
LEARNED

47. SUBSTANTIVE
|
INSTRUCTIVE

48. DEFINE
|
DESCRIBE
|
EXAMINE