Abstract
Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills—and also a few pitfalls. The purpose of this chapter is to review 1) considerations for use of digital media in early childhood settings, 2) selection of appropriate media to facilitate early literacy learning, and 3) inclusion of digital media as an integral component of early literacy instruction, rather than an add-on. With an emphasis on practical ideas and solutions for instructors, the authors draw on studies in which interactive, personalized ebooks and an early literacy learning app were used in conjunction with face-to-face, hands-on activities drawn from Project SEEL (Systematic and Engaging Early Literacy).
TopBackground
Learning to use technology as a tool for communication, creation, and instruction is critical for children to be able to effectively engage in the modern world (Suarez-Orozco, 2007). Indeed, “The migration from the physical to the digital world represents a fundamental shift in the lives of our children. The events that take place in the virtual world are not ancillary to their lives but are some of the most important elements of them” (R. Culatta, 2021, p. 5).
Since digital media opens possibilities for a richer learning environment for children, teachers must purposefully consider how to capitalize on technology to facilitate children’s development of early literacy skills. Most importantly, teachers must intentionally integrate technology into a comprehensive instructional plan rather than using “computer time” as an add-on or a reward. One useful model for technology integration is TPACK (Technology Pedagogical Content Knowledge), which helps teachers think about how technological, content, and pedagogical knowledge domains can intersect to effectively teach and engage students with technology (Common Sense Media, 2021; Mishra & Koehler, 2006, 2009). Factors teachers should thus consider as they layer the use of digital media into a comprehensive instructional plan include the influence of technology on young children’s motivation and engagement, connections to the real world, and recognition of meaning and purpose in literacy learning activities.
Key Terms in this Chapter
Personalized Ebook: A digital application made using open-ended ebook creation tools that incorporates children’s first-hand experiences, dictations, photographs, and other individualized materials.
Pedagogical Soundness: Appropriateness of a given product or method for its target audience, according to correct instructional principles.
Digital Media: Educational or entertainment content delivered electronically, with or without the use of the internet. Such media may include videos, games, ebooks, and applications for creative uses including ebook creation.
Activate Background Knowledge: To present content that students can readily relate to their existing experiences.
Scaffolding: Adult assistance adjusted to support an individual child’s learning, including types of questions asked, attention-maintaining procedures, emotional affect, and prompts.
Context- or Theme-Based App: A digital application that provides purpose and meaning for reading and writing by allowing children to encounter target patterns within a context based on common and concrete events.
Engagement: The extent to which an activity captures the intended audience’s attention and motivates cognitive, social, and/or emotional participation.