George Ryon's Portfolio

From KNILT

Portfolio for the Mini-Course "Digital mobile devices as a teaching tool for phonological awareness."

  • I ran into a road/idea block on my previous topic, "Developing an Insect Theme Based Unit Implemented Through the Use of an Emergent Curriculum Model in a Kindergarten Classroom." I also had family issues that needed attention. I apologize to all that are taking their valuable time to stop by and evaluate my project. Please leave comments on whatever you fell the need to.

Background

Phonological awareness is an important element of emergent literacy. Reading and writing is key to a student's future success in learning, aquiring knowledge, education, individual development and even self esteem. A key part of becoming literate is phonological awareness. Today's handheld devices are powerful enough to manage all the various medias required to assist students in a complex task such as literacy. These devices allow for a variety of settings, uses and the ability to socially interact. To get a better understanding of what emergent literacy and technology in education are, here are some resources you can use:

Learning Outcomes

At the conclusion of this mini-course, teachers will have a better understanding of ways to use mobile devices when teaching:

  • Rhyming Words (CAT - HAT - BAT)
  • Sentence Segmenting (THE - CAT - MEOWED)
  • Syllables (CAT, 1 syllable)
  • Onset-rime (C - AT)
  • Blending/Segmentation (C - A - T)
  • Phonemes (AT)

Needs Assessment

There is a great survey that was done by PBS and Grunwald Associates LLC titled "Digitally Inclined" on the topic of teachers use of digital media and its value. In this article and in my experience, here is an ever increasing access to, desire to use, actual use and appreciation of digital media by teachers in K-12 classrooms. Students also "prefer digital media over other types of instruction and that digital media increases student motivation and stimulates discussions." (2009, PBS & Grunwald, p.6) There is a large public debate currently happening over the use of personal digital devices by Kindergarteners. As the PBS report shows, "classroom use of digital media by pre-K teachers is less common than it is among other K–12 teachers, with only one-third (33 percent) reporting use." (2009, PBS & Grunwald, p.2) The report and public opinion supports the idea that the current use of early education classrooms is low. Research overwhelmingly however shows that the use of digital media increases student interest, involvement, understanding and retention. "Pre-K teachers (62 percent) strongly agree that TV and video content is more effective when it is integrated with other instructional resources in the classroom." (2009, PBS & Grunwald, p.7) I agree with this statement and have done the same. It is almost as important to do this with computer content as well.

Statement of Intent

The intention of this course is to offer early education teachers a chance to see how mobile devices can be used when teaching phonological awareness in their classroom. These lessons are meant to be used as part of daily lessons and practices already being used by the teacher.

Learner Profile

The learners for this mini-lesson are teachers in the early childhood field that have an interest in learning how to include the use of mobile devices in the job of creating phonological awareness in their students. The learner's ability level in the use of technology can range from novice to expert.

Prerequisites

You will need to be familiar with the concept of emergent literacy and specifically phonemic awareness. Here are some resources to get you warmed up.

For inspiration about the technology piece, I would like to share a quote from a study on creativity. "The children provided the following tips; start simple, work on things that you like, if you have no clue what to do fiddle around, don't be afraid to experiment, find a friend to work with, share ideas, it’s OK to copy stuff (to give you an idea), keep your ideas in a sketch book, build, take apart, rebuild, lots of things can go wrong, stick with it." (2007, Resnick, M., p.5) These tips are both relevant and true. We should learn from children in this respect. They are the experts in creativity and exploration.

Performance Objectives

At the end of this mini-course, students will be able to:

  • State what digital media is.
  • Identify the parts of mobile devices.
  • Describe the key components of phonological awareness.
  • Evaluate software and how it can be applied to a lesson.
  • Develop supplemental activities to accompany the software.
  • Facilitate the use of mobile devices with their students.

Curriculum Map

File:MobileDeviceMap.pdf

References

Daluz, C. T., & Mapoy, M. J. (2011). The Effect of Interactive Media on Elementary School Childrens' Story Memory. International Journal of Research & Review, 6(1), 108-119. Retrieved from EBSCOhost.

Resnick, M., In C&C '07. (2007). All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten, pp. 1-6.

Young Mi, C., Mullen, L., & Stuve, M. (2005). Are PDAs Pedagogically Feasible for Young Children?. T H E Journal, 32(8), 40-42. Retrieved from EBSCOhost.