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Author Spons Agency Available from Edrs Price DOCUMENT RESUME ED 433 670 EC 307 416 AUTHOR Hutinger, Patricia L.; Beard, Marisa; Bell, Carol; Bond, Janet; Robinson, Linda; Schneider, Carol; Terry, Clare TITLE eMERGing Literacy and Technology: Working Together. INSTITUTION Western Illinois Univ., Macomb. Coll. of Education and Human Services. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC.; Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities. PUB DATE 1998-00-00 NOTE 373p. CONTRACT H180G40078; H024B50064; H180G40078; H0204D70020 AVAILABLE FROM Macomb Projects 1997,1998, 27 Horrabin Hall, 1 University Circle, Western Illinois University, Macomb, IL 61455. Tel: 309-298-1634; Web site: <http://www.mprojects.wiu.edu>. PUB TYPE Guides - Non-Classroom (055) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; Computer Literacy; Computer Software; *Curriculum Development; *Disabilities; *Emergent Literacy; *Learning Activities; Preschool Education; Program Evaluation ABSTRACT This guide presents a curriculum that integrates development of emergent literacy skills with computer technology in young children, including those with disabilities. The curriculum was tested over a 3-year period in preschool classrooms that included children with mild to severe disabilities. Quantitative and qualitative evaluation results are reported. A description at the beginning of each activity explains links between software and children's learning. Three types of software, organized according to levels of interactivity, are used in the curriculum: interactive commercial software, commercially available graphics and story-making software, and HyperStudio, an authoring program used to develop software. Following an overview of the curriculum, chapters focus on:(1) designing the environment; (2) selecting software;(3) curriculum activities;(4) curriculum activities with tool and graphic software;(5) curriculum, activities with HyperStudio; (6) customized activities and adaptations;(7) family involvement; and (8) assessment of literacy skills. Suggested resources, software, and children's books are listed. Appendices include research recommendations, teaching hints, materials to involve families, and assessment materials. (Contains 66 references) (DB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 711tti. Work U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization /originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Patricia L. Hutinger, Marisa Beard, Carol Bell, Janet Bond, Linda Robinson, Carol Schneider, and Clare Terry 2 BESTCOPYAVAILABLE eMERGing Literacy and Technology: Working Together by Patricia L. Hutinger, Marisa Beard, Carol Bell, Janet Bond, Linda Robinson, Carol Schneider, and Clare Terry ©Macomb Projects 1997, 1998 27 Horrabin Hall 1 University Circle Western Illinois University Macomb, IL 61455 309-298-1634 www.mprojects.wiu.edu Acknowledgments The authors gratefully acknowledge the contributions of the following people: Macomb Projects' staff members Amy Betz, Letha Clark, Joyce Johanson, Judy Potter, Susan Schoon, and Kathy Strange who read, edited, typed, suggested ideas, and offered encouragement as eMERGing Literacy and Technology was developed. Early childhood teachers, support staff, and families from the Early Childhood Emergent Literacy Technology Project, Early Childhood Interactive Technology Literacy Curriculum Project, and LitTECH Interactive Outreach sites. They have been the source of many of the curriculum ideas written here. Their children have been the inspiration. Special thanks to Connie Bourland, Denita Clover, Jean Davenport, Katrina Hamilton, Cindy Lovejoy, Sheryl McKinney, Amy Morris, Barb Speck, and Mary Steelman for their contributions and inspirations. Trademarks eMERGing Literacy and Technology contains references to a variety of products. To avoid distracting the reader, the trademark and registered trademark symbols have been omitted from the text. Discover: BoardTM is a trademark of Don Johnston, Inc. Discover: Kenx® and Ke:nxTM is a trademark of Don Johnston, Inc. Discover: SwitchTM is a trademark of Don Johnston, Inc. Dycem is a registered trademark of Dycem IntelliKeys® is a registered trademark of IntelliTools, Inc. Key LargoTM is a trademark of Don Johnston, Inc. TouchWindowTm is a registered trademark of Edmark® Corporation Velcro is a registered trademark of Velcro Industries Disclaimer This work was developed by The Early Childhood Emergent Literacy Technology Project, PR#H180G40078, funded by the United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Technology, Media, and Educational Materials for Individuals with Disabilities Program; The Early Childhood Interactive Technology Literacy Curriculum Project, PR#H024B50064; and LitTECH Interactive Outreach, PR#H0204D70020, funded by the United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Early Education Program for Children with Disabilities. The content, however, does not necessarily reflect the position of the United States Department of Education, and no official endorsement of these materials should be inferred. References to commercial products, trade names, or manufacturers do not constitute endorsement by the United States Department of Education. 4 Table of Contents Chapter One: An Overview Emergent Literacy: What It Is 1 Research and Emergent Literacy: A Brief Review 1 Interactive Technology and Emergent Literacy 2 A Tested, Effective Emergent Literacy Curriculum 2 Effectiveness of the Curriculum: Some Results 3 Results from Demonstration Sites 5 Using eMERGing Literacy and Technology: Working Together 5 Chapter Two: Designing the Environment The Classroom as a Literacy Rich Environment 7 The Computer Center 7 Adaptations to the Environment 10 Management of the Computer Center 11 Helpful Hints: Internet with Children 16 Chapter Three: Selecting Software Characteristics of Five Levels of Interactivity 18 Levels of Interactivity 18 Chapter Four: Curriculum Activities Amazing Animals 23 ArtSpace 30 Berenstain Bears Get in a Fight 35 Berenstain Bears in the Dark 40 Big Job 46 Castle: Great Adventures by Fisher-Price 51 The Cat in the Hat 57 Chicka Chicka Boom Boom 62 Circletime Tales Deluxe 67 Five Frogs 72 Green Eggs and Ham 77 Harry and the Haunted House 81 How Many Bugs in a Box? 85 JumpStart Toddlers 91 Just Grandma and Me 96 Just Me and My Mom 101 Let's Explore the Airport with Buzzy 107 Let's Explore the Farm with Buzzy 112 Little Monster at School 117 Millie's Math House 123 Monkey's Jumping on the Bed 128 My First Incredible, Amazing Dictionary 132 My First Amazing World Explorer 137 New Frog and Fly 141 Pippi Longstocking 146 Playskool Puzzles 151 Preschool Success Starter: Maggie's Farmyard Adventure 158 Richard Scarry's How Things Work in Busytown 163 Ruffs Bone 168 Stellaluna 173 Stone Soup 177 Storytime Tales 181 The Backyard 186 The Tortoise and the Hare 190 Thinkin' Things Collection 1 194 Chapter Five: Curriculum Activities with Tool and Graphic Software Crayola Create a Masterpiece 200 Disney's Magic Artist 207 EA*Kids Art Center 212 Kid Pix Studio 216 Kid Desk 221 Stanley's Sticker Stories 225 Chapter Six: Curriculum Activities with Hyper Studio HyperStudio 3.1 230 What is Hyper Studio? 231 About Hyper Studio Menu 232 All About Me: Hyper Studio Tutorial 240 HyperStudio Activities: All About Me 248 Babies 250 Friends Around the World 252 The Gingerbread Man: A School Tour 254 I Went Walking 256 An Interactive Field Trip 258 Kooky Colors 260 Mouse Views 262 Nutrition 264 Self-Portrait 266 The Songs We Sing 268 What Do You Hear? 270 Chapter Seven: Customized Activities and Adaptations Switch Input 272 Touch Tablet Input 274 Key Largo 274 IntelliKeys 276 Activities Switch Intro 281 Workshop 284 Chapter Eight: Family Involvement Levels of Family Involvement 287 Awareness Workshop 291 Follow-Up Workshop for Families 292 Family Workshops 294 Resources for Families 297 Chapter Nine: Assessment of Literacy Skills Portfolios 298 Videotape Record of Children's Progress 301 Observations 301 Informal Literacy Assessment 301 Behavior Interaction Tool 302 Family Assessment 302 References References 303 Software 306 Children's Books 310 Resources Software Publisher and Distributor Resource List 320 Teacher Resource Web Sites 324 Appendices Research Recommendations and the ITLC Model 327 Helpful Hints for a Frazzled Teacher 330 Kid Desk Family Edition 333 Family Involvement Materials Video Tips 337 Newsletter Tips 339 Assessment Materials Reading, Writing, and Computers Family Questionnaire 341 Families and Computers 344 Kids and Computers 345 Suggestions for Helping Your Child to Read at Home 348 BIT: Behavior Interaction Tool 349 ILA: Informal Literacy Assessment 351 eMERGing Literacy and Technology: Working Together CHAPTER ONE An Overview eMERGing Literacy and Technology: Working Together An Overview Emergent Literacy: What It Is Concepts
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