The Use of Technology and Its Impact on Literacy Development among Children

Integrating Technology in Early Literacy

Introduction

The era of information technologies has been rapidly evolving throughout the last decades. Children, adolescents, adults, and even seniors seemingly cannot imagine their daily life without using a phone, watching movies on TV or even writing an assignment on a laptop with the bulk of studies found on the net. One can notice the upsurge of using technology among children in the state-of-the-art world. However, the heart of the issue is the wrong usage since youth prefers using phones or laptops for leisure life and entertainment rather than educating and engaging activities which are likely to boost their literary, skills, and knowledge about various things. A vast amount of scholars all over the globe have researched and analyzed many aspects of technology use among children and adolescents, and they believe that it can significantly assist them in developing and enhancing literacy. Instead of giving a phone to a child, so a mother can spend some time alone cooking or painting her nails, she can open educating programs so that an offspring can spend time beneficially, i.e., by learning something new and developing literacy skills. On the same breath, other scientists disagree about the benefits of technology use for literary development. Therefore, one needs to take a look into various studies and books to be able to conclude, whether the use of technology positively or negatively impacts children and how it actually can help in development at an early age.

Brief Background

Literacy is a degree of a person’s writing and reading skills in the native language. Simply put, literacy is the foundation giving the possibility to build further human development. Opening access to any material gives the opportunity to use the treasury of thought and knowledge created by humankind. Throughout world history – starting by Egypt and ending by the modern world – people have learned how to read and write. Due to some historical, cultural or even racial factors, some people did not have any access to develop their literacy so that they remained less educated. Even if the children wanted to open new doors to the world, their desires were suppressed and buried. Admittedly, a plethora of people could not read or write even in England, Spain, and Hungary; thus the rate of literacy development was somewhat low. But since the world is changing, principles and visions are also different. Some centuries ago, people became more involved in boosting their literary and be ‘qualified.’ Leaving out the historical events and the long way to the current technology era, people are becoming more open-minded, ambitious, intelligent, and persistent in reaching heights and opening new gates to the world of intellect and essential opportunities.

The rate of literacy is vigorously blooming in the contemporary world. Most of the countries have around 97-99% of literacy, though many African states still show poor results. Indeed, literacy development directly depends on political and economic status, and everybody knows that the situation in Africa is not favorable whatsoever. While the biggest part of the world has turned to the usage of technology in absolutely everything, low-income countries are falling behind. Ruefully, the standard of living in such countries is a different topic, and now one has to focus on literacy development in the era of IT. Recent statistics, studies, and surveys have portrayed the upsurge of technology use among children and adolescents in many countries. High authorities believe that launching new educating programs and working out on qualified learning plans are bound to boost children’s literacy development. Accordingly, one needs to analyze the literature to give either a positive or negative sign of the technology of use among young people.

Analysis and Discussion

The pace of change in society is increasing, and the schools are implementing IT with flying colors. Modern schoolchildren differ significantly from children and adolescents 10–15 years ago. Today, in addition to the home computer, they use gadgets of different caliber – mobile phones, smartphones, tablets – effortlessly combining reality and virtuality. Early childhood educators have a responsibility to critically examine the impact of technology on young children and be prepared to use technology to benefit children (Sigdel 3). Hence, info-communication coordinates determine the new social situation for the development of children and adolescents: in the second millennium, the Internet becomes an essential tool for the socialization and learning among the younger generations. Sigdel (2017) states that digital technology can positively impact on children literary since various devices provide educating applications and activities, including implementation of portable writing aids and configurable word processing environments. He believes that technologies will be more likely to engage children and adolescents into the learning process since the digital era gives crucial promises for future career choices as well. The visual effects and sounds attract children so that such applications as MyTalk, Look2learnAAC, iCommunicate, and EasyLexia have been developed to “support children to enhance communication, interpretations, recognition, and literacy skills” (Sigdel  8). Therefore, with the help of devices (and inevitably, proper control on using them from parents and educators’ sides), children can significantly develop their intellectual, social, cognitive, and problem-solving skills and abilities.

Fox (2014) corroborates that implementing technologies into the learning process – whether in schools or at home – motivate children to read and write more often than using traditional approaches. Unfortunately, educators occasionally do not see the positive outcome of the technology use on the way to literary development, though this is false. In the past, employers could hire people with low literacy level, though if students do not leave schools or graduate from universities without high literacy development, employers are not likely to give them jobs positions. It implies that teachers need to pay attention to providing more effective methods for developing literary, and it can be done through the usage of technology. Fox (2014) also says that “children are coming into school as digital natives and seem to be extremely motivated in the task when technology is involved” (6). By this, she believes that engaging children and adolescents with digital devices will motivate them to learn faster and more efficient, have the desire to boost skills and knowledge with the help of tablets or computers, and develop their literacy with flying colors. Thus, educators need to implement more engaging and educating programs and approaches with developing literary abilities among children by using technologies in the classes.

Some people think that the prevalence of IT is the main obstacle to develop literary skills among kids and teens. However, Cook (2017) strongly disagrees conceding that family engagement can also assist in children’s literacy development by using digital devices. The research depicts that various applications can help parents control their children’s use of technologies on a daily basis and encourage them to use educating materials and games aiming at literacy brainstorming. For instance, myON Reader application has an excellent graphic, enhanced audio and plenty of interesting books for children which can lure them into reading now and then. Also, Ready4K! application help parents explain simple words to children without getting nervous or angry. The survey shows that families are then able to incorporate early literacy and numerous language activities into their daily routines. Notably, most of the programs aimed at helping both parents and teachers provide in-depth insight into literary development without boring traditional methods. Hence, Cook (2017) corroborates that parent-child-educator triangle is possible if all of them follow current programs, including the use of technologies on a daily basis.

Indeed, digital technology is changing the nature of literacy. A lot of institutions have shifted from traditional literary learning to hypermedia, multimedia, and digital texts to develop and enhance literacy abilities among children and adolescents. Ertem (2016) states that “digital children literature, interactive electronic storybooks offer a chance for learners to become familiar with stories in a new format” (102). It means that devices include the same traditional reading and writing materials but in a digital way. The use of technology is actively using in classrooms among children, and the outcomes are more than favorable. The High quality and interactive electronic materials maintain and improve children’s literacy development through the use of scaffolding vocabulary development, comprehension, and engagement during the learning process. Digital devices give children and adolescents tremendous opportunities both as a tool for searching and receiving information, and as a high-tech means of engagement. Living in the digital environment is “cool,” so children and teenagers diligently comprehend the basics of computer literacy. They feel carefree in cyberspace, learn about new technologies and opportunities almost simultaneously, and boost their literary abilities right away.

However, there are also some side effects if one may say so. Blake at al. (2011) affirms that those digital devices not only attract children to gain literary abilities and perceive new skills and knowledge but can also distract them from the learning process. Graphics and enhanced materials are excellent and engaging, but sometimes they can be way too ‘entertaining.’ As a result, comprehension and attention are poorly developed, and children do not develop literary skills anymore. In other words, children can forget the main purpose of using digital material by being involved in images or any other distractions. Moreover, children can become far from social interaction and thus losing social and cognitive skills. Being involved in technologies all the time, kids can slowly step down in communicating and reacting to ‘live’ materials. Notably, traditional methods require more interaction since people use print texts, and hence, communicate more with educators. But the usage of technology on a daily basis can somehow suppress these skills. Accordingly, literacy development may also suffer from low social and cognitive abilities.

Notwithstanding, positive impact overweigh adverse outcomes. People are already born with digital abilities in XXI century. Since birth, children can easily use phones, unblock them or even turn on the video on YouTube. Throughout the development, they become more engaged in digital devices, and thus, parents and educators need to use it as a benefit in the learning process, namely literary development. However, more studies need to be done revealing strengths and weaknesses in using technology as a method of developing and boosting literacy skills. But it is no question that more and more children and adolescents dive into the digital era, and there is no way round to solely traditional learning materials and methods.

 

Conclusion

It becomes apparent that the XXI century is full of technologies and people cannot imagine their daily routine without using them. A plethora of studies shows that digital devices with online materials can significantly influence children’s literary development alongside intellectual, cognitive, and social skills. If before the era of information and communication technologies, higher mental processes developed in the immediate social interaction of adults and children and youth among themselves, today digital technologies mainly mediates such interaction. It can occur in a new form, even a new logic, have a different degree of intensity, and give a positive result compared to what traditional training seeks. Therefore, the review and discussion of possible studies and works may conclude that the use of technology as a way to literary development among children is more beneficial and gruesome; thus, parents and educators need to pay more attention to developing literary abilities with digital materials on a daily basis.

 

Works Cited

Black, Sally, Winsor, Denise L. & Allen, Lee. Child Development and the Use of Technology: Perspectives, Applications and Experiences. Hershey, Pennsylvania: IGI Global, 2011.

Cook, Shayna. “Integrating Technology in Early Literacy.” New America, 2017, https://files.eric.ed.gov/fulltext/ED570877.pdf

Ertem, Ihsan Seyit. “Exploring the Role of Digital Children’s Literature in the Technology-Based Literacy Instruction.” Research in Reading & Writing Instruction, vol. 1, no. 2, pp. 102-108, 2017.

Fox, Leah C.C. “Effects of Technology on Literacy Skills and Motivation to Read and Write.” Education and Human Development Master’s Theses, 522, 2014, http://digitalcommons.brockport.edu/ehd_theses/522

Sigdel, Sajana. “Technology and Learning Capacity of Children: A Positive Impact of Technology in Early Childhood.” Johnson & Wales University, 56, 2017, http://scholarsarchive.jwu.edu/mba_student/56

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016.

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freeessays.club (2016) The terms offer and acceptance [Online].
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[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]
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