Module Practical Research application - Essay Example

Topic: Literacy Research Summary Literacy Research Summary It is imperative to that teachers utilize numerous assistive technology devices such as interactive white boards and systems that amplify the classroom experience as these tools have demonstrated to be beneficial to students through the provision of flexible learning while supporting continuous assessments (Starkey, 2012). Additionally, supportive technology has a significant role in supporting the engagement of students in class and making them become independent in terms of the completion of classroom activities and assignments.

There is adequate evidence that has demonstrated that learning can be significantly enhanced by using the appropriate technology, but the rapidly evolving and developing technologies in some cases leave the teachers with the feeling of unpreparedness regarding how they are used in the inclusive classrooms. Hooper and Rieber (1995) acknowledge that teaching is a demanding job and consider the different way that technology has not been able to have a considerable effect on education in the past while going further to outline the conditions needed for technology to be utilized efficiently in the future.

Based on their work, Hooper and Rieber (1995) suggest that the idea and products are supposed to be integrated and the teachers must endeavor to familiarize and utilize the technology through integrating, reorienting and evolving its stages in order to use it effectively. They further state that the teachers who develop ways of integrating technology have a chance to re-conceptualize the part they play in the classroom and through guidance from research findings associated with cognitive psychology and other associated areas, teachers may develop an environment where the students can engage aggressively in perceptive partnerships with the available technology.

According to Hansen (2008), developmental concerns are among the challenges that influence the use of technology especially with young learners, regardless of this; some critical aspects of literacy have been enhanced in the cases where technology is available. Hansen’s study was intended to measure when and what forms of technology were incorporated into literacy teaching and learning meant for students in the second grade through conducting interviews as well as observations. The results of the research demonstrated that the curriculum remained consequent to intervention and technology was utilized in both literary learning and teaching almost forty percent of the entire time.

With this increase in the use of technology, the students favored the use of technology more during their application of literary knowledge while their teachers preferred to use technology seventy percent of the entire time during the presentation of literary mini-lessons. Moore-Hart (2008) came up with a study that investigated the manner in which elementary teachers start using technology in a private school that had access to technology at numerous levels. She used a collaborative teacher-research model to particularly examine ways of supporting the activities of teachers during the process of integrating technology tools into their literacy curricula.

The study was able to reveal that the teachers enhanced and refined their writing instructions in order to incorporate technological tools while the students improved their level of literacy through encountering various learning experiences.Finally, Biancarosa and Griffins (2012) characterize the manner in which literacy demands have evolved in the digital era and the manner in which challenges, which were acknowledged in other articles concerning this issue, interconnect with the new demands.

Instead of perceiving technology as an aspect that may be fit into an already over-crowded education list of items, they develop the argument that technology can be considered as a dynamic that affords the tools which teachers can deploy. The teachers may use these tools as they seek to create young readers with superior literary skills and background awareness that is needed in the present society that is driven by technology and information. ReferencesBiancarosa, G., & Griffiths, G. (2012).

Technology Tools to Support Reading in the Digital Age. The Future Of Children, 22(2), 139-160. doi:10.1353/foc.2012.0014Hansen, C. C. (2008). Observing technology enhanced literacy learning. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved from http://www.citejournal.org/vol8/iss2/languagearts/article1.cfmHooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.

(http://www.nowhereroad.com/twt/) Moore-Hart, M. A. (2008). Supporting teachers in their integration of technology with literacy. Reading Horizons, 48(3), 4. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1086&context=reading_horizons Starkey, L. (2012). Teaching and learning in the digital age. New York, NY: Routledge.