Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils

As early as possible

McKenney, S. (2013). As early as possible. Invited key message address at the Inclusive Education in Europe conference November 18, Brussels.Regardless of whether a child develops special needs over time or has them from birth, research clearly indicates that the sooner special needs are detected and tended to, the greater the impact of services. Thus, for both the quality of care to children, and the rate of return on investment, timely action is crucial. Success or failure in achieving timely action hinges on many factors, but three processes in particular are highly influential for enabling children’s needs to be addressed as early as possible: detection and assessment; intervention; and support

Teachers enacting a technology-rich curriculum for emergent literacy

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergartener

Teacher Design Knowledge for Technology Enhanced Learning

This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework