Abstract:Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language.
“…The capability to easily record a student's voice has a number of educationally significant implications (Skouge et al 2007). When students can record their own voices for digital storytelling, student interest and engagement in the material is enhanced.…”
Section: Audio Output and Inputmentioning
confidence: 99%
“…When teachers pre-record a storybook on the computer, it then frees the teacher from the cumbersome manipulation of the physical book during story time. The teacher can interrupt the playback to engage the children in dialogue, confirm comprehension, and even replay a section as appropriate (Skouge et al 2007). …”
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply doi: 10.1007/s10643-010-0377-1 H. PARETTE, J. HOURCADE, N. BOECKMANN & C. BLUM in EARLY CHILDHOOD EDUCATION JOURNAL (2010) 1 This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply. doi: 10.1007/s10643-010-0377-
“…The capability to easily record a student's voice has a number of educationally significant implications (Skouge et al 2007). When students can record their own voices for digital storytelling, student interest and engagement in the material is enhanced.…”
Section: Audio Output and Inputmentioning
confidence: 99%
“…When teachers pre-record a storybook on the computer, it then frees the teacher from the cumbersome manipulation of the physical book during story time. The teacher can interrupt the playback to engage the children in dialogue, confirm comprehension, and even replay a section as appropriate (Skouge et al 2007). …”
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply doi: 10.1007/s10643-010-0377-1 H. PARETTE, J. HOURCADE, N. BOECKMANN & C. BLUM in EARLY CHILDHOOD EDUCATION JOURNAL (2010) 1 This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply. doi: 10.1007/s10643-010-0377-
“…• Using video games and multimedia as tools for teaching writing (Gerber & Price, 2011;Heaven, 2014;Proske, Roscoe & McNamara, 2014), • Using multisensory stimuli to enhance the quality of reading comprehension (Baines, 2008(Baines, , 2013Dymock & Nicholson, 2010;Laitusis, 2010), • Using multimedia to teach listening and speaking skills (Fisher & Frey, 2014;Nguyet & Mai, 2012;Skouge, Rao & Boisvert, 2007).…”
To what extent are the language arts relevant, useful, and self-sustaining in an era of rapid technological and scientific innovation? Historically, the language arts have been influenced by three curricular models-competency-based instruction, the Heritage Curriculum, and the process approach. The suitability of these curricular models for the future, the myriad ways that the language arts support and extend innovation, and the unique attributes of 21st century literacies are discussed.
“…(Newman, ), and each group was asked to present on one chapter of the book. One group focused on ocean currents and the creation of the Pacific garbage patch, using a Prezi with Google Earth images and narration.Oral Presentation Checklist■ Listening stations in which students listen to digital recordings of their teacher reading a complex informational text aloud, then discuss the questions the teacher poses at the end of the recording (Skouge, Rao, & Boisvert, ). These readings including instructions for students (e.g., “Put your finger on the title.…”
Section: Instructional Ideas For Speaking and Listeningmentioning
Oral language development facilitates print literacy. In this article, we focus on the ways in which teachers can ensure students' speaking and listening skills are developed. We provide a review of some time‐tests classroom routines as well as some that can be enhanced with technology.
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