Technology is changing the way reading is taught and is adding new possibilities to existing pedagogical practices. The challenge for educators is to effectively incorporate new technologies in the reading classroom to effectively introduce students to the experience and benefits of multi modal texts. As Larson (2009) notes, multimodal text experiences are common for learners as they engage with a variety of text mediums on a daily basis. In order to best prepare students for rewarding reading experiences, they need to be equipped with the skills to utilise the full potential of these devices. This research paper serves to challenge existing notions of reading instruction and explores the potential that new technologies provide towards assisting struggling readers. Kindles, iPads and other such technologies are discussed while reflecting upon the immense benefits they provide to reading engagement and the building of comprehension skills. Research by Barone & Wright (2008) supports the use of technologies to support engagement noting “Greater engagement equals higher achievement. End of story”(p. 302). By providing an analysis of current research into best practice techniques and sharing best practice examples from the classroom, this paper provides a pedagogical base for further consideration. Case studies of the effective use of technology within the U-CAN READ Literacy Intervention Program (Australia) and a local primary school are compared in order to make recommendations for classroom integration.
Ryan Spencer, University of Canberra, Australia
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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