HelpingChildren Become Independent Learners
HelpingChildren Become Independent Learners
Readingis a vital skill in establishing a proper foundation for children intheir early stages of schooling. Therefore, learning challengesshould be sufficiently addressed in the initial stages of kids sinceit sets back the child in later years of learning. The introductionof technologies such as iPad and e-Books has played a great role inaddressing the challenges. This review has used three articles thathave examined the role of technological aspects in improving earlylearning literacy.
Intheir review article, Hsiao, Chang, Lin and Hsu (2015) provideintuitive information regarding the significance of learningcompanions to children’s learning behavior and literacy. With thetechnological advancements such as electronic books (e-Books) thatare readily available on the internet platform, it is now possiblefor children to improve their reading capabilities with littlesupervision. They have features such as sound effects, animation,music, written text and oral disclosure (Hsiao et al., 2015). Thetechnological tools have improved motivation among children andengaged them in a reading environment. The development of robotcompanions has improved the social and schooling life of children.The robots have broken the monotony of learning environments in thatthey engage children in all aspects of their life (Hsiao et al.,2015). The methods used to assess children include learning toolssuch as iRobiQ and tablet-PC.
Onthe other hand, Bricker (2015) delivers significant information onthe importance of technology among deaf learners and how it canimprove their independence in learning. Unlike Hsiao et al., Brickerargues that children with special needs have the desire to beindependent just like others. However, the conventional assistivedevices such as e-Books make them dependent and different. Brickerinsists that iPads are the only technology capable of assistingchildren with hearing difficulties to achieve independence. Inmeasuring the effectiveness of iPad effectiveness, Bricker usedobservation and expert opinion (Bricker, 2015). Bricker (2015) statesthat kids who have behavioral problems both at school and homeenvironment should utilize technological tools since it promotesindependence in all aspects of their life. The technological toolsallow children to learn by themselves while playing at the same time.
Flewitt,Messer and Kucirkova (2014) expound on the significance of earlyliteracy learning for kids (2014). The development of technologiesshould be embraced in the school environment as it assists inimproving reading culture. The article has emphasized on iPad and itssignificance in learning. In their case, the iPad was used by boththe education instructors and kids as a means of improving theirlearning (Flewittet al., 2014).In contrast to Bricker who focused on the adoption of the iPad toimprove independence, Flewitt et al.’s article is similar to Hsiaoin that they wish to determine the importance of technologicalaspects in improving motivation and concentration among children.Flewitt et al. used an interview to assess the effects of iPad inlearning.
Fromthe careful critical analysis of the three articles, there were nocontradictions. They instead complemented each other. AlthoughBricker and Flewitt et al. have relied on iPad in their study, Hsiaoet al. have used other aspects such as iRobiQ and tablet-PC. Theobjective of the article was to assess the impacts of technologies inimproving independence and motivation of the children. From the threearticles, one can comfortably conclude that irrespective of thenature of assistive devices, their goal is to improve the sense ofindependence and discourage competition in the learning environment.However, the usage of the devices should be monitored continually toensure children do not skew from the set objectives.
Bricker,V. (2015). iPads for access, independence, and achievement. Odyssey:NewDirections in Deaf Education,16, 10-13.
Flewitt,R., Messer, D., & Kucirkova, N. (2014). New directions for earlyliteracy in a digital age: The iPad. Journalof Early Childhood Literacy,1468798414533560.
Hsiao,H. S., Chang, C. S., Lin, C. Y., & Hsu, H. L. (2015). “iRobiQ”:the influence of bidirectional interaction on kindergarteners’reading motivation, literacy, and behavior. InteractiveLearning Environments, 23(3),269-292.