Editors' Note: When this article was posted in Reading Online, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available on the opening page) or to post messages through ROL Communities.

Post 1

Author: Chad_Johnson Education Student
Date: 10-23-1999 19:36

I believe that multimedia has the potential to increase the level of effective engagement in primary literacy development and still allow students to have an active say in the effort. As programs become more sophisticated and are able to adapt to the needs of individual students by determining the appropriateness of particular scaffolding (i.e. level of engagement, questioning, type of responses etc), the use of them in literacy will increase exponentially. Multimedia will not replace an effective teacher or parent, but as applications become artificially intelligent, maybe allowing for real-time continual evaluation and adaptation with ever user, the benefits of this form of customised literacy program can only benefit students and be time effective. Where integration of students with special needs into the mainstream schooling population has occurred, this type of literacy learning can only assist teachers in developing effective literacy programs by catering to individual needs and allowing for a significant amount of engagement.

The only downside I see in regards to this issue, is the reduction in the benefits from social interaction and the effectiveness of a skilled teacher to take advantage of teachable moments. For example, a shared reading program provides scaffolding and also provides the venue for students to interact and develop skills in communication. Not to mention skills in effective communication within the ever-changing cultural diverse society. Multimedia applications, I suggest will represent a homogeneous population and will not represent diversity and all the colourful personalities that exist. I am an advocate for computerised learning, but there has to be a balance between human scaffolding and computerised ones.

Reply 1a

Author: leslie_caine
Date: 11-07-1999 18:36

I agree that computer programs, such as the ones mentioned in this article, are valuable resources for students of all ages to use. They allow the students to become familar with the numerous functions of a computer, which they will obviously need to know later in life. The importance of being able to use various forms of technology, especially computers, is only going to increase for future generations.

Although I am in complete support of kindergarten students using a computer to read and write, I also believe that they must be used in moderation. I would hate to see any traditional forms of teaching be replaced by a computer.Therefore, a balance between the two must be provided. The reading and writing programs, mentioned in the article, had numerous advantages. They allowed children to practice their reading and writing skills, taught them to maintain a story line within their stories and enabled them to be creative. Furthermore, if a teacher or parent is there to help the young child while he or she works on the computer while they write a story, this only stimulates the child's thinking and allows them to take their ideas one step further.

Through my work with young children, I have noticed that children often seem frustrated while writing a story on a piece of paper or in a notebook as they constantly erase their mistakes and have to begin again. However, once they are working on a computer, they efforts seem much less laborious.

Reply 1b

Author: Myra_Yen
Date: 11-08-1999 02:42

Computers are powerful tools in encouraging children's emergent literacy. Children in kindergarten are experimenting with text, whether in books with pencils and paper or on a screen using a mouse and keyboard. Both books and computers let young children explore invented spelling and participate in real-life situations that require literacy. Allowing children access to both technology and traditional print will broaden a child's notion of what text is. Familiarity with written language is an educational goal for kindergarten students and exposure to different experiences with text will help young children develop an understanding for literacy.

It is great to see young children using computers for purposes other than video games. In this technologically oriented society, getting accustomed to using computers in early elementary will be a definite advantage to the students in the future. As education continues to emphasize the use of technology in the classroom, I agree with both Chad and Leslie that traditional methods of teaching, reading and writing should not be neglected. Granted, computers are valuable, but technology should be used as a supplement to traditional teaching. The social interaction and collaborative potential of class discussions and group learning teaches children things that computers cannot.

Reply 1c

Author: jennifer_mcfarlane
Date: 11-11-1999 20:08

After reading this article, I have a better understanding of the ways in which computers can be used to engage children in literacy learning. It was intriguing to think that children might enjoy writing more when using word processing programs because they are saved from "the laborious task of correcting and recopying". This certainly deserves teachers' consideration. It was also interesting to read that some children regarded writing on the computer as play. This might serve to foster positive student attitudes toward literacy activities.

Despite the advantages mentioned in the article, I am wary about the use of computers in classrooms. I have seen children become frustrated when using a keyboard too big for their small hands. Also, composing stories on a computer can be a difficult task for newly literate children because the upper case letters on the keyboard don't match the lower case letters they need to complete their sentences. Further, I feel that, at this age, social interaction is of critical importance and is fundamental to development. Kindergarten is a time for hands on interaction with the physical world and for learning from community experiences. For these reasons, I feel that kindergarten is too early to introduce computers into the learning environment.

Reply 1d

Author: Jorlyn Dunlap
Date: 11-11-1999 18:52

In today's ever developping technological world not understanding how to manipulate the computer means being completely left behind. As someone who is now at the university level and struggling with technology on a daily basis I am all in favor of teaching children the usefulness of multimedia at an early age.

When I began this article I was expecting to read about the games children can play on the computer beginning in kindergarten, however I was pleasantly surprised to discover the level of engagement that is taking place in the classroom beginning with children as young as four. The computer in the classroom provides an effective tool of support for the students. While the teacher may not always be able to address the needs of each individual student the computer is available to provide the help some students need. I am not suggesting that we replace teachers with computers as I feel nothing can replace the importance of person to person interaction. For some students writing a story in their journal is a labourious task as they have a hard time representing letters. For these children I can see the benefit of a computer as thet can write down their wonderful imaginative ideas without the barrier created by having to print down each word. Using the computer teaches children the value of symbolic representation in their picture to represent more complicated ideas. I think it is wonderful if the computer in the classroom can be used as a tool of enrichment, however we must be careful not to omit traditional print tools such as paper and pencils because there still avenues in society where we need to know how to communicate using the conventional methods of communication.

Reply 1e

Author: Melissa Elliott
Date: 11-17-1999 00:52

I remember the first time I came across a computer program that allowed you to write stories and illustrate them by moving various preformed animals and shapes onto the page. I had a great time and spent hours writing stories and illustrating them. I think that the use of computers for improving literacy skills in young children can be very valuable. I have seen how excited kids get when it is Computer time or they can work on the computer and the prospect of being able to write a story on the computer may help to motivate a child who is less enthusiastic about writing it down on paper. As well, for children who are struggling with writing on paper, it can be a welcome respite and a chance to keep up or surpass the rest of the class. In addition, it is valuable for the children to learn to use technology as soon as possible, since they will be dealing with it for the rest of their lives. Access to computers may increase the child's creativity and give them the freedom to explore, without fear of putting letters the wrong way or not being able to illustrate their drawing the way they want. Special needs children may find the computer liberating as well, especially those who have trouble with holding a pencil.

However, I also feel that it is important that children don't lose their handwriting skills and that they experience the joy of writing on paper, which can sometimes be more fulfilling and less frustrating if you don't remember to save! I agree with Melinda, Chad and Leslie that there needs to be a balance between computers and traditional classwork. Too much of anything is a bad thing. However, I feel that we are moving slowly enough with our introduction of technology to children that we will not forget to hang onto the tried and true methods of teaching and I hope that technology will only enhance it.

Reply 1f

Author: Elaine Thorne
Date: 01-29-2000 01:47

There have been some fantastic results from the keyboarding classes in the DODDs in Germany. Students have learned keyboarding skills and have knowledge that I did not gain until I was in High School. They are producing many reports and presentations even at the second grade level on powerpoint that rival the presentations their parents make for professional briefings. The down side is that once they learn these computer skills many only want to download from the internet and we have to drag them to the dictionary and the encyclopedias in the library. They want the easy access to media not books. Many students also have become so creative on the computer to the extent that they no longer desire to include their own art work in projects. Students download pictures or color pictures which they have downloaded or merely copied on the photocopier from an encyclopedia. Although a few students continue to submit creative orginal work, there is are many variations of download technology that comprise most of their reports and projects. I have seen evidence that students believe a report is downloading information from the internet and just stapling it together and submitting that. They have in some cases not even read the article. When teachers accept full articles copied from the internet and submitted by students for reports they are encouarging plaguarism. I can almost guarantee that in any given classroom this type of report is submitted by a student if the teacher does not lay down the ground work for report submission with a lecture on the consequences of copying anothers work (plaguraism).

I have discussed this concerning trend with multimedia specialists and local librarians. They have noted the trend of students printing and printing from the internet without even reading articles. There are many requests to photocopy directly from the encyclopedia. Students are loosing the ability to read and article and jot down notes.

Post 2

Author: Melinda_MacDonald
Date: 11-11-1999 21:41

This article provides the reader with a practical application of technology in the classroom. The author suggests implementing a computer activity center using writing and drawing software, such as Kid Works II and Storybook Weaver. This center provides opportunities for students to explore multimedia software on their own terms and develop practical knowledge for operating programs while creating their own narratives.

It is inevitable that children of the new millennium will grow up being more computer literate; therefore, educators must stay current and methods in which teachers can incorporate computers into a classroom will undoubtedly be beneficial. The article discusses the strategy of using the computer as a writing and drawing tool for students to create and develop their own narratives. As a result, students gain valuable literacy skills while exploring the different capabilities of technology.

The computer makes learning engaging and meaningful since it has more applications than writing alone. Students can experiment with text and objects: draw, manipulate and animate pictures, draft, revise and edit compositions. Furthermore, technology allows more fluid thinking, as it is not interrupted by the pressures of correcting and recopying. Students can now devote more attention to the content and originality of their stories.

The article presents a valuable application of technology in the classroom; however, I would be wary about the use of technology as a center activity, during free play sessions, at the expense of social interaction. Other child-centered activities provide students with opportunities to socialize and work cooperatively. During the formative and developmental years of primary education, interaction with peers is essential as they develop important communication and social skills. I would not want the computer to interfere with the bonding and social development of students at such a young age. I think students' use of computers should be encouraged, but also monitored carefully.

Go back to the article

Reading Online, www.readingonline.org
© 1997-2000 International Reading Association, Inc. ISSN 1096-1232