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Journal of Literacy and Technology: Volume 24, Number 1: Spring 2023

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Journal of Literacy and Technology: Volume 24, Number 1: Spring 2023

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Teachers can develop STREAM lessons that foster foundational literacy skills through creative and playful learning experiences.

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Educational robots are a technology tool that can be used in and out of school environments to enhance students' interest, engagement, and academic achievement in STEM subjects (Anwar et al., 2019)

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There has been a steady growth in the number of studies examining educational robotics and their impact on young learners' social and academic skills (Anwar et al., 2019). Regarding young learners, Toh et al. (2016) systemically reviewed 27 studies that focused on the use of robots in early childhood education and found the ways robots in education aid in children's behavior and development revolved around four themes:

● Problem-solving abilities, team skills, and collaboration

● Achievement scores, science concepts, and sequencing skills

● Language skills development

● Participation

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For example, in one of the studies reviewed Varney, et al. (2021) examined an in-school program that introduced LEGO robotics to foster young learners' interest in STEM topics

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Journal of Literacy and Technology: Volume 22, Number 1: Spring 2021

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Journal of Literacy and Technology: Volume 22, Number 1: Spring 2021

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Playing Video Games (mostly role playing and narrative) at home and with family. Is a useful tool in navigating and supporting literacy learning as well as broadening traditional views of what is considered home and family literacy.

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Students that struggle with reading or reluctant to read often will read the scripts that are in video games. They aren't pages of paragraphs and no illustration. They are short/simple sentences.

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Authors’ Shifts in Perspectives of Video Games Literacy Value and Findings

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Authors’ Shifts in Perspectives of Video Games Literacy Value and Findings

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The adults of the study perspectives shifted during the study. Initial Skepticism was the start of most of this study.

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Family stated that child would go read dense text on cheats and then run back to the game to try out the strategy.

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Was used support reading, but also to stay connected to families members in different states.

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Playing these types of games would develop meaningful learning patterns that would transfer into real life learning patterns.

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Families made guilds and teams. They would use to teams to not only protect and monitor who their children talked to, but would bring the family closer together. The children would teach parents how to play. Actually would use a teaching method "scaffolding" to help teach the parent how to play.

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While formal literacy learning around books and digital media happens in classrooms, research from the past three decades has established strong relationships between home literacy environment (HLE) and success in school-based literacy (Puglisi, Hulme, Hamilton, & Snowling, 2017).

Having a strong literacy environment at home can increase literacy engagement later in life.

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Volume 13, Number 12: June 2012

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Using Internet based reading software to increase motivation for students with reading and/or behavioral difficulties.

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Increasing reading competence is motivating for students, and increasing motivation leads to more engaged reading time (Guthrie & Wigfield, 2000). For students who don't master reading skills early in their school years, reading may become a painful experience (Wigfield & Guthrie, 1997). As a result, they may decline opportunities for practice, putting themselves even further behind successful, motivated readers who may be independently reading as much as three times the amount of text as poor, unmotivated readers (Wigfield & Guthrie, 1997)

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Depends on our ability to integrate technologies that complement students’ out-of-school lives (Scheiter & Gerjets, 2007).

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Bad experiences in Early Childhood: resulted in reading struggles  

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Bad experiences in Early Childhood: resulted in reading struggles  

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Students who early experiences were unpleasant, uncomfortable, and difficult. Lack motivation on the task and gave little to no effort when it came to reading.

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Teachers had to start trying to relate reading to their lives and interests in and out of school. This would help promote motivation, exploration, and self-discovery for students. Students would then start to invest in reading activities if their environment was supportive.

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Children and Teachers are turning to ONLINE to help with Reading.

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Children and Teachers are turning to ONLINE to help with Reading.

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1. One of the more compelling findings from the research literature on is that children are highly motivated and interested in the new literacies of the Internet (Reinking & Watkins, 2000).

2. Online children’s storybooks are one example of how teachers of beginning readers can use such communication technologies to advance the goals of their reading program (Alexander & Jetton, 2003;Blok et al., 2002; Castek et al., 2006; de Jong & Bus, 2002; Korat & Shamir, 2006; Labbo & Kuhn, 2000; Lefever-Davis & Pearman, 2005; Wepner & Ray, 2000).

3. Scheiter and Gerjets (2007) further suggest that readers are more engaged with these new literacies because they promote a more active orientation to reading, are easier to read for most readers, meet a wide range of social and psychological needs, are more attention getting and attention holding, and make reading a more creative and playful activity

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Increase Online Learning decreases Off-Task behavior

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Increase Online Learning decreases Off-Task behavior

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On-task behaviours were operationalized in classroom settings as visual orientation to a required stimulus (e.g., book or worksheet). Conversely, inattention or off-task behaviour is inferred by frequent shifts in activity and behaviour that is not taskrelated (Marks, 2000).

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Volume 21, Number 3; Fall 2020

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Even though there was already some online learning environments prior to COVID. Since COVID we have seen a shifted that created new variable dynamics of students and faculty - as well as closing some communication channels and modalities.

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1. Cunningham’s findings, for example, suggests that a capabilities approach to eLearning literacy which emphasizes individual development models can be beneficial.

2. teachers to improve their instruction or adjust to the challenges of online education.

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Journal of Literacy and Technology Volume 22, Number 2: Winter 2021

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Journal of Literacy and Technology Volume 22, Number 2: Winter 2021

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Incorporating technology into reading instruction may be a way to support teachers as they navigate competing demands on instructional time.

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The sudden transition to online learning exposed a systemic gap in faculty preparation; namely, a lack of comprehensive training for online learning for all instructors. As of 2018, more than half of college instructors nationwide have never taught a fully online course (Jaschik & Lederman, 2018), despite a growing demand among students for online education (Koksal, 2020; National Center for Education Statistics, 2018).

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Click to see graph picture related to COVID impact on education 

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Researchers have shown that when preservice teachers are trained in the use of technology, based on a set of criteria, teachers were less willing to use technology in a classroom. However, when teachers were trained in general use of technology, they were more willing to use it as an effective tool in the classroom (Scheeler, et al., 2009).

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Journal of Literacy and Technology 33  (2014)

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Journal of Literacy and Technology 33  (2014)

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Volume 15, Number 1: April 2014

ISSN: 1535‐0975

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Extrinsic barriers refer to having insufficient time to use technology in a classroom, having insufficient training in the use of technology, and lack of access to it. The intrinsic motivations include teachers’ beliefs and attitudes. This researcher also mentioned that even if the first barrier is overcome, the use of technology will not be effective.

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Eichenold (2009) found the reasons for teachers’ unwillingness to use computer technology are due to lack of time, unavailability and unreliability of technology. This study also supports Ertmer’ findings that teachers tend to hesitate when using technology in the classrooms due to lack of time, inadequate training and support from the school administration.

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Teachers’ beliefs in effectiveness of technology are a decisive motivator in integrating it in their classrooms. Ropp (1999) has found that many student teachers have shown competencies in the use of technology; however, they most probably will not use technology in their classrooms because they believe that it is not beneficial in teaching a subject matter.

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As gamers read/interpret a variety of multimodal symbols within gameplay, their decisions

impact how the game presents subsequent symbols. These complex literacy processes are worthy

of investigation to understand how students engage with video games as interactive texts (Beavis

et al., 2009).