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Journal of Teacher Education for Sustainability, v17 n1 p99-107 2015

Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: (1) "How do children learn to read and write by computer?"; (2) "How can one support children's learning during the transition from pre-school to primary school?"; and (3) "How can we support learning during the transition from pre-school to primary school in the future?" This work is based on a questionnaire that was sent to kindergarten and primary school teachers in the Helsinki area. Only 27 teachers in the pre-school or primary school answered the questionnaire. Following this, the questionnaire was also sent to kindergarten and primary school student teachers. The results show that that it is easy for children to acquaint themselves with the computer keyboard and that children actually enjoy playing by writing on computer. The respondents said that children must, at first, train to write by hand, then by computer.

Descriptors: Questionnaires, Preschool Teachers, Elementary School Teachers, Preservice Teachers, Emergent Literacy, Reading Readiness, Computer Literacy, Child Development, Teacher Role, Transitional Programs, Articulation (Education), Reading Strategies, Writing Strategies, Computer Uses in Education, Teacher Attitudes, Foreign Countries, Statistical Analysis

UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair[at]du.lv; Web site: http://www.du.lv





Autor: Nurmilaakso, Marja

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2753&id=EJ1108087







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