Technology boosts performance in early grade reading
SCORES of early grade teachers in select schools across the country have been embracing the challenge and opportunity to use emerging technologies to improve instruction in reading.
Since the start of the 2012/2013 academic year, select primary schools from regions one, four and six in the US Agency for International Development (USAID)/Jamaica Basic Education Project have seen improvements in reading performances for children in grades one to three.
The joint initiative between USAID and the Ministry of Education has utilised information and communications technology (ICT) to help USAID in the roll-out of its reading strategy in 172 primary schools. ICT Advisor on the Project Dr Melody Williams said during the current academic year, the teachers and students have been excited about the use of technology to boost reading levels.
“One of the things which we have been pleased about is the response of the leadership in the project schools. Board chairmen, principals and vice principals have responded positively and this had filtered down to the teachers, who have been using the ICT strategies to enhance their reading programmes.”
Digital storytelling
One of the ICT options which have captured the imagination of the teachers and students is digital storytelling. This is a process where the USAID/Jamaica Basic Education Project team converts select reading material into digital form, bringing the stories to life, right in front of the children.
Arlene Tomlinson, technology resource teacher at Stony Hill Primary and Junior High School, said the use of digital storytelling and PowerPoint presentations has brought her reading classes to life.
“The results have been positive. Two of the grade one and one of the grade two classes used digital storytelling and PowerPoint presentations during their reading lessons and they were so excited and interested in the material presented that they asked for more.”
Tomlinson expects that as the digital concept gathers momentum, more students and teachers will enjoy the positive impact of technology on developing reading skills.
Shana Graham, technology resource teacher at Savanna-la-mar Primary School in region four, said the exposure to different modes of technology has definitely transformed her instruction in reading and she has seen the fruits during the year.
“I have a remedial grade two class and one of their major problems was that of reading below their grade level. While no official survey has been done, I can say that since I have been employing the use of these technologies to show videos, do read-along stories or play interactive learning games, my students have become more enthused about reading. They look forward to their scheduled time in the computer room or simply to read along with a recorded story.”
Similarly, Rayon Campbell, technology resource teacher at the Maverley Primary and Junior High School in region one, said his school currently uses laptops in classes for interactive PowerPoint activities and digital storytelling.
“The materials are very interesting and engaging and the students seem more interested in their work and I am getting better results,” noted Campbell.
In region six, Latoya Howell-Marshall, technology resource teacher at Bermaddy Primary School, acknowledges that there is still a far way to go before the use of technology is fully embraced but noted that the early signs are pointing in the right direction. “From the initial interactions with technology, it is obvious that the interests of children are peaked when the technology component is introduced in the lesson.”
The ICT arm of the project coordinated by Dr Williams and Andrea Pinnock has held regular workshops for school leaders and teachers and as the 2012/2013 academic year draws to a close, there is optimism that schools will build on this foundation.
“We have spent a considerable amount of time and money to invest in emerging technologies and to train teachers to use these technologies effectively in reading lessons. Now we have to ensure that there is continuity so that our teachers and students will reap the benefits of this investment. The ICT integration programme is not a one-off activity but it is a process, which should become a part of every classroom in Jamaica. We look forward to seeing the benefits in the years to come,” Dr Williams said.