The use of Technology in Childrens Reading Comprehension


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The overall goal of reading is comprehension. High-tech tools can provide this method, for all students, and particularly those who have complications with comprehension. The antecedent is that electronic text or e-text is displayed on a computer screen via online books, scanned materials, Web pages, or software can offer the reader many advantages because of its flexibility.

This auxiliary gives readers a chance to collaborate with text in a way that hard copies do not allow. Further advance information can also accommodate readers to follow links to definitions, pictures, and new data to accommodate students as they obtain and build background knowledge. These complementary electronic resources combine with vocabulary and comprehension research-based instructional designs.

"The rationale that a correlation might be expected is grounded in two ideas: (1) technology literacy gains lead to heightened subject specific confidence, and (2) technology literacy gains reflect improved ability to use technology as a mediator of new learning. If correct, both of these conjectures would predict increased academic achievement among students experiencing gains in technology literacy. Results provided evidence of such connections between technology literacy gains and language arts skills" (Judson,2010).

Curriculum and Technology Standards

ISTE's National Educational Technology Standards (NETS) have served as a roadmap since 1998 for improved learning and teaching. The NETS help measure proficiency and set goals for what students (NETS•S), teachers (NETS•T), and administrators (NETS•A) should know and be able to do with technology in education. Our proven leadership in developing benchmarks and guiding implementation has resulted in broad adoption of ISTE's standards in the U.S. and many other countries.

(ISTE, n.d.)

The National Educational Technology Standards for Students are bisected into six extensive classifications. Principles within each group are presented, reinforced, and show proficiency by students. Educators can use these standards as guidelines for constructing technology-based activities in which students accomplish success in learning, communication, and life skills.

1. Basic Operations and Concepts


a. demonstrates a sound understanding of the nature and operation of technology systems.

b. is proficient in the use of technology.

2. Social, Ethical, and Human Issues


a. understands the ethical, cultural, and societal issues related to technology.

b. practice responsible use of technology systems, information and software.

c. develop positive attitudes toward technology uses that support life-long learning, collaboration,

personal pursuits and productivity.

3. Technology Productivity Tools


a. use technology tools to enhance learning, increase productivity, and promote creativity.

b. use productivity tools to collaborate in constructing technology-enhanced models, preparing

publications and producing other creative works.

4. Technology Communications Tools


a. use telecommunications to collaborate, publish, and interact with peers, experts, and other


b. use a variety of media and formats to communicate information and ideas effectively to multiple


5. Technology Research Tools


a. use technologies to locate, evaluate, and collect information from a variety of sources.

b. use technology tools to process data and report results.

c. evaluate and select new information resources and technological innovations based on the

appropriateness to specific tasks.

6. Technology Problem-Solving and Decision-Making Tools


a. use technology resources for solving problems and making informed decisions.

b. employs technology in the development of strategies for solving problems in the real world.

(ISTE National Educational Technology Standards1 adopted by the Oklahoma State

Department of Education, n.d.)

Integrating Technology Literacy

Teachers who propitiously articulate technology into the core curriculum often employ a intergraded consolidation of instructional designs and classroom autonomy. For example, project design is an activity were students work through four courses of studies, which are similar to a unit in size and scope. With each lesson, students work through five activities in which they learn new sight words, explore specific information, learn new information, complete a task, and take a collective quiz.

Describing and explaining is were students explore intricate topics, write chronological and descriptive essays describing and explaining their topics, accumulate and examine information to critically think about their topics, and create publications to present multimedia slideshows based on their decisions and narratives.

Persuasion is were students' analyze complex issues, write persuasive reports to support their arguments, and publish Web sites to help present persuasive arguments for their positions, accumulate and examine information to solve problems, and select appurtenant technologies to communicate solutions.

Challenges and Outcomes

Teachers may encounter the following confrontation as they try to amalgamate technology within literacy guidance. When utilizing word-processing software, students constantly is smitten with the components of the software and loses sight of their real task. They concededly spend an ample amount of their time choosing fonts, affixing graphics and icons, and deciding backgrounds. To aid students with focusing on composition, the teacher may choose to turn off a few of the software's accessible components.

Asserting too much emphasis on electronic texts may minimize students' use and enjoyment of printed books. However, technology is more valuable when it is used collectively with traditional reading instruction.

Teachers need to help students obtain knowledge of online rules, etiquettes and adapted forms of articulations. Other important concerns include the accountability of a factitious identity, the task of self-governance in public online conferences, in addition to the use of freedom of speech to all Internet communications. Such concerns add aspects to online correspondences that are both a provocation and an opportunity.

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