1. Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families Patti Hutinger Carol Bell Linda Robinson Denita Clover

2. Projects Early Childhood Emergent Literacy Research Project Early Childhood Emergent Literacy Research Project Literacy Demonstration (ITLC) Literacy Demonstration (ITLC) LitTECH Interactive Outreach LitTECH Interactive Outreach Early Childhood Emerging Literacy Technology Curriculum (ELITEC) Early Childhood Emerging Literacy Technology Curriculum (ELITEC) LitTECH Outreach LitTECH Outreach

3. Research Qualitative three year research study involved eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes in rural and urban Illinois) Qualitative three year research study involved eight early childhood sites in Illinois 8 teachers and 255 children in 16 half-day preschool classes in rural and urban Illinois) Four different types of classrooms Four different types of classrooms  New to technology  Technology familiar classroom  Technology familiar classroom (Observation/control site)  No Technology (Observation/control site)

4. Key Findings of Research Carried on conversations Carried on conversations Acquiried socialization and communication skills Acquiried socialization and communication skills Used appropriate vocabulary Used appropriate vocabulary Articulated key concepts Articulated key concepts Identified environmental print Identified environmental print Attended Attended Shared/Took turns Shared/Took turns

5. Key Findings of Research Made judgments Made judgments Solved problems Solved problems Used related literacy materials Used related literacy materials Listened Listened Predicted sequence and outcomes Predicted sequence and outcomes Looked at or ‘reading’ a book Looked at or ‘reading’ a book

6. Effective Instructional Strategies Appropriate software Appropriate software Curriculum integration with adaptations Curriculum integration with adaptations Management strategies Management strategies Consistent with NRC Recommendations

7. Software Three types of software Three types of software · Story based software · Tool and graphics software · Authoring/Multimedia programs

8. Early Learning Standards Reading Reading  Shows beginning understanding of concepts about print  Begins to develop knowledge about letters  Demonstrates phonological awareness  Comprehends and responds to stories read aloud  Shows appreciation for books and reading

9. Early Learning Standards Writing Writing  Uses letter like shapes, symbols, and letters to convey meaning  Represents ideas and stories through pictures, diction, and play  Understands purposes for writing

10. Establishing and Maintaining Investigate Investigate  implementation and  maintenance in multiple settings Compare results to original research results Compare results to original research results

11. 3 Components of the Model Curriculum Curriculum Technical Assistance to Teachers Technical Assistance to Teachers Technical Assistance to Families Technical Assistance to Families

12. Participants over 3 years 17 classrooms, 18 teachers, 438 children 17 classrooms, 18 teachers, 438 children 7 classrooms early childhood special education 7 classrooms early childhood special education 7 pre-kindergarten at risk 7 pre-kindergarten at risk 3 inclusive programs 3 inclusive programs Teaching experience ranges from 4 - 25 years Teaching experience ranges from 4 - 25 years

13. Treatment Groups Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 & 3 Group 1 (G1) 3 classrooms Year 1 (2 continued in Years 2 and 3); received training and follow-up Years 2 & 3 Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2A (G2A) 5 classrooms in Year 2 & 3 Group 2B (G2B) 2 classrooms that participated in Year 3 Group 2B (G2B) 2 classrooms that participated in Year 3 Group 3 (G3) 7 classrooms whose teachers had prior experience with model Group 3 (G3) 7 classrooms whose teachers had prior experience with model Group 4 (G4) comparison classroom in Year 3 Group 4 (G4) comparison classroom in Year 3

14. Findings across both studies Carries on a conversation Carries on a conversation Makes judgments Makes judgments Listens Listens Attends Attends Predicts sequence and outcomes Predicts sequence and outcomes Shares/Takes turns Shares/Takes turns

15. Findings continued Social interaction among children Social interaction among children Social interaction between children and adults Social interaction between children and adults Uses appropriate vocabulary Uses appropriate vocabulary Solves problems Solves problems Uses related literacy materials Uses related literacy materials

16. Conclusions Need for support through technical assistance and follow-up after training Need for support through technical assistance and follow-up after training Changes in children’s learning influences effective implementation Changes in children’s learning influences effective implementation Takes the passage of a generous amount of time to implement an innovation (more than one or two years of training) Takes the passage of a generous amount of time to implement an innovation (more than one or two years of training)

17. Maintenance Compared G1 teachers with G3 teachers in Year 1 Compared G1 teachers with G3 teachers in Year 1  No significant differences between children’s individual literacy at beginning of study or their behavior interactions (one exception)  Both groups made significant but similar gains

18. Taking a deeper look G3 teachers participated in training and follow-up in subsequent years G3 teachers participated in training and follow-up in subsequent years  Children started at a higher level  Outperformed other groups  Teachers started earlier  Teachers used more elements of the model  Twice as much literature based software  Two thirds more graphic and writing software  Greater use of authoring programs

19. Results demonstrated Technology provides access to literacy activities Technology provides access to literacy activities Integrated curricular approach used in the model offered a meaningful context for learning Integrated curricular approach used in the model offered a meaningful context for learning Children with disabilities as well as children at risk made gains in aspects of both literacy and technology use Children with disabilities as well as children at risk made gains in aspects of both literacy and technology use

20. Early Reading First Positive impact on Positive impact on  print knowledge  letter knowledge, No impact on No impact on  phonological awareness  oral language.

21. Early Childhood Technology Integrated Instructional System (EC-TIIS) Phase 3 Steppingstones Project Phase 3 Steppingstones Project Based on Phase 1 and Phase 2 Projects Based on Phase 1 and Phase 2 Projects Evidence-Based Content Evidence-Based Content

22. EC-TIIS Website Content Nine Online Workshops  Adaptations  Computer Environment  Curriculum Integration  Emergent Literacy  Expressive Arts  Family Participation  Math/Science/Social Studies  Software  Technology Assessment

23. EC-TIIS Website Content Combination of:  Activities  Links  PDF files  Information  Resources  Performance Indicators

24. EC-TIIS Web Site Registration/LogIn Registration/LogIn Registration/LogIn Main Menu Main Menu Site Map Site Map

25. EC-TIIS Workshops Emergent Literacy Emergent Literacy  Introduction Introduction  Position Statements on Early Literacy  Emergent Literacy Concepts  Stages of Writing  Designing the Environment  Labeling  Designing Centers for Literacy  Management Techniques

26. EC-TIIS Workshops Emergent Literacy Emergent Literacy  Technology Integration Technology Integration Technology Integration  Interactive Commercial Software Green Eggs and Ham activity - pdfGreen Eggs and Ham activity - pdf  Tool Use Software Kid PixKid Pix  Adaptations/Customization Adaptations/Customization  Adapted Books  Computer Adaptations

27. EC-TIIS Workshops Emergent Literacy Emergent Literacy Emergent Literacy Emergent Literacy  Assessment  Creating Portfolios with Authoring Software  Assessment Instruments

28. EC-TIIS Groups Early Childhood Special Educators Early Childhood Special Educators Head Start Educators Head Start Educators Child Care Providers Child Care Providers Families Families University Faculty University Faculty University Students University Students Extended Extended

29. Phase 3 Design 3 related multistrand mixed model studies Study 1  Make comparisons to EC-TIIS 2 findings  Determine effectiveness of workshops on large number of diverse users  Answer exploratory research questions related to web site use  Participants are Educators, Families, and Extended groups

30. Study 1 Measures Technology Survey Technology Survey Classroom Use of Technology Classroom Use of Technology Family Use of Technology Family Use of Technology Pre and Post Workshop Assessments Pre and Post Workshop Assessments Exit Survey Exit Survey

31. Phase 3 Design Study 2  Confirm and compare the findings of Study 1  Randomly select participants from Study 1  Educators and Extended who complete 3 workshops  Families who complete 1 workshop

32. Study 2 Measures  Interviews - Teachers, Families  Samples of Child Products  Digital Pictures  Video  Interesting Incident Reports  Action Plans

33. Phase 3 Design Study 3  Explore, confirm and compare findings related to use of workshops as:  supplement to university courses  stand-alone graduate course

34. Study 3 Measures Faculty Faculty  Survey  Questionnaire Student Student  Survey  Workshop Pre and Post Assessments  Workshop Exit Survey  Performance Indicators

35. Data Analysis Procedures Data from Online Surveys downloaded directly into MySQL database Data from Online Surveys downloaded directly into MySQL database Transferred into SPSS for analysis Transferred into SPSS for analysis

36. Participant Positions N=1280 Positionn% University Student 26620.8 Early Childhood Educator 23018.0 Other18914.8 Administrator14511.3 Early Childhood Special Educator 13310.4 Child Care Provider 1098.5 University Faculty 1068.3 Family Member 292.3 Head Start Educator 282.2 Support Personnel 252.0 Program Assistant 201.6

37. Participant Locations N=1280 StatenPercent Illinois26820.9 Florida1017.9 Outside U.S. / Military 997.7 North Carolina 977.6 Ohio675.2 California524.1 Michigan524.1 New York 524.1 Texas352.7 Kentucky322.5 South Carolina 292.3 Pennsylvania282.2

38. Emergent Literacy Workshop Assessment Results

40. Credit Options Continuing Education Units (CEUs) Continuing Education Units (CEUs) Continuing Education Units Continuing Education Units Continuing Professional Development Units (CPDUs) Continuing Professional Development Units (CPDUs) Certificate of Completion Certificate of Completion Graduate Course - IDT 573 Graduate Course - IDT 573

41. Center Website www.wiu.edu/thecenter