How Has Technology Supported Literacy Instruction & Learning?

Hannah misiunas

The use of technology has played a major role in schools after the pandemic of Covid-19. It has been used in many ways to boost learning experience for students and advance the education system. It has been recognized to make instruction and learning more accessible to students. Teachers have been using it because it creates more individualized learning to meet needs of all students and technology can help keep teachers more organized in literacy learning. But we need to remember as teachers that we still need to plan face-to-face instruction that should be centered in literacy learning also.

Face-To-Face Instruction

The investment of educational software has increased dramatically in K-12 classrooms. We have seen technology being used in many different ways. From the use of electronic books (e-books), reading intervention programs, to google classroom for assignments. Many people believe that technology will take over teachers but in order to not make this happen, “digital tools and opportunities [should] commonly [be] integrated with face-to-face instruction to create a blended learning environment” (Reed, 2018). We need to create a blended learning environment with technology along with face-to-face instruction as interaction with students and peers as their primary source for literacy instruction. Face-to-face instruction should be centered in literacy learning, not just everything be on technology like their I-Pads or computers. As teachers, we need to remember that we can’t just throw technology into the curriculum and let that be students reading time. They still need that face-to-face instruction in order for them to develop the skill they need to succeed in school. Reed (2018) states that “properly designing blended learning activities... can ensure that technology does not become a distraction to literacy learning.” There needs to be face-to-face instruction as the main component of a blended learning environment when incorporating technology into it. Technology is beneficial for independent practice, but a teacher must still be part of a student’s guidance in learning literacy. This does not mean teachers need to only do face-to-face instruction when reading but it does need to be the primary source for students to learn.

In The Classroom

In a classroom, technology used to promote instruction can be used and seen in many ways. The more flexible opportunities students are to using their technology, the more they will use their technology devices appropriately. “Being able to modify how students are seated enables a greater variety of tech-based activities... flexible seating also allows activities to include student choice, creativity, and collaboration” (Jamie, 2023). One example could be for students to use technology with their peers at group tables. This allows students to do an activity on one device together, working collaboratively. This technique to incorporate technology in the classroom is a great way to keep students accountable and on task and to differentiate assignments. Another way to involve technology in the classroom is to create a quiet space or a calm down space. This area can consist of comfy pillow, cushions, or chairs where students can work independently. During the reading block of the school day, this might look like having rotations. One rotation would be a group of students that are on the same reading level come work with the primary teacher on skills, while another group may be doing an activity on their iPads that is related to a reading skill, and another group may be doing a reading activity with partners that are in their group. Then they would rotate throughout the reading block. This is a way for students to achieve that face-to-face instruction with their teacher while also having that extra support on working on their skills on their iPads.

Organization

Using technology during literacy instruction is not only beneficial for students but it is also beneficial for teachers. With technology, teachers are able to create digital materials, videos, PowerPoints for lessons, etc. With all of these materials of resources then it can be accessible to all students to review and look back on when needed instead of it getting lost in their desks with a bunch of other papers. With these resources handy right at your fingertips on one device, it saves time and “energy of having to look through piles of old paper resources” (Owl Labs Staff, 2023). Teachers already have enough stress of making sure they have all of their materials ready to go for the next day. Technology allows this stress to go away and make sure lessons are prepared and organized. Relating to reading instruction, technology allows benefits teachers by staying organized by observing students based on what they are doing on their digital devices. There are specific reading instruction apps that allow teachers to monitor students progress. This lets teachers know where their students are at and prepare themselves on what they need to work on with this student individually if needed be. One of these apps is called Amira. This is a reading instruction app allows students to listen and read to “Amira” which assess them on “oral reading fluency assessment, and dyslexia risk screening in English and Spanish” (Amira Learning, 2024). Then it gives a detailed report on classroom instruction that can help teachers track their student’s mastery at a specific skill level.

Conclusion
Technology has potential to support literacy instruction if it is used effectively to extend student learning. To use this effectively, teachers need to make sure that face-to-face instruction is the primary source for reading instruction, used effectively in the classroom, and keep teachers organized throughout the day on lessons. As teachers, we need to remember that we can’t just throw technology into the curriculum and let that be students reading time. We need to base it off of individual students needs in order for them to be successful in reading.

Sources
Amira Learning: Reading Assessment & Dyslexia Screener. Houghton Mifflin Harcourt. (2024). https://www.hmhco.com/programs/amira#:~:text=Effective%2C%20Evidence%2DBased%20Reading%20Program,English%20and%20Spanish—from%20anywhere
Jamie, K. (2023). Teachers’ Essential Guide to Teaching with Technology. Common Sense Education. https://www.commonsense.org/education/articles/teachers-essential-guide-to-
teaching-with-technology
Owl Labs Staff. (2023). Everything you need to know about Educational Technology aka “EdTech”. Owl Labs. https://resources.owllabs.com/blog/education-technology
Reed, D. (2018). Responsibly Incorporating Technology into Literacy Instruction. Reading Rockets. https://www.readingrockets.org/topics/assistive-technology/articles/responsibly-
incorporating-technology-literacy-instruction