Designing technology for emergent literacy: The PictoPal initiative
Computers & Education Volume 52, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre–post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.
McKenney, S. & Voogt, J. (2009). Designing technology for emergent literacy: The PictoPal initiative. Computers & Education, 52(4), 719-729. Elsevier Ltd.
- Beginning Reading
- Beginning Writing
- Class Activities
- Computer Assisted Instruction
- Computer Software
- early literacy
- educational technology
- electronic learning
- Emergent Literacy
- instructional design
- Instructional Effectiveness
- learner engagement
- Learning Activities
- Pretests Posttests
- teaching methods
- technology integration
- Young Children
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