Research+Draft+Plan

Research Plan Draft

[|Research Plan Draft]

**Abstract ** Children have many different learning styles. Through reading and writing, the use of technology can allow students to interact with other students in another state or even in another country. The difficult part of incorporating technology is finding software programs or Web 2.0 applications that are effective. The research that has been conducted has focused on how children learn to read and why some children learn to read faster than others.  There are many tools, software and Web 2.0 applications that can assist teachers with the integration process. (Citation?) First, teachers need to decide what application or tool would benefit their student population, what prior experience would their student need, and what tools are needed by the teacher. Software programs generally address many components needed to master a given skill. The Web 2.0 applications that I found would be hard for kindergarten students without prior computer experience. Software applications such as computer-assisted programs can provide systematic exercises in phonological awareness and letter sound correspondence (Macaruso and  Walker, 2008) that I feel will benefit kindergarten students in the beginning stages of reading. (I believe there is an issue between keyboarding and mouse-ing when using computers with young children?) Software applications that are used for kindergarten students are normally in a game type format. Through games, children can identify what type of student they are and improve or refine that student. Games give students many opportunities to practice and refine their skills. Parette, Hourcade, Dinelli, and Boeckmann (2009) wrote an article about the //Clicker 5// program. In the article, the authors address ways the Clicker 5 software program can help children with emergent reading skills. I plan to use the Clicker 5 program and conduct a study using four kindergarten classes. Two will participate and two will receive their normal day to day instruction. I hope to discover a software application that will benefit the kindergarten students at Rosemont Elementary.

**Introduction ** Many students enter kindergarten every year with a broad variety of life experiences and abilities. It is a teacher's job to continue to facilitate the transition from oral literacy to written literacy all throughout the kindergarten year. Our school has made great progress in increasing CRCT reading scores in the percentage of meeting requirements on the CRCT . (Citation?) A 2001 study showed “that only 32 percent of the nation's fourth-graders performed at or above the proficient achievement level, thus demonstrating solid academic performance. And, while scores for the highest-performing students have improved over time, those of America's lowest-performing students have declined” (National Assessment of Educational Progress, 2001, page #? ). Based on this information, our school would like to increase the percentage of students that exceeds the CRCT. I feel that the use of technology could help in this process. Children have many different learning styles. Based on this fact, technology can address the visual, auditory, kinesthetic, and many more of the different learning styles. Also, reading and writing go hand in hand. Through reading and writing, the use of technology can allow students to interact with other students in another state or even in another country. (Citation?) Students can blog to express their own ideas or opinions. Students can work on projects together in an online community or in their very own classroom. However, technology should not be taught as a separate subject, but as a seamless part of instruction. (Why? Citation?) The difficult part of incorporating technology is finding software programs or Web 2.0 applications that are effective. (Citations?) Also, planning for the incorporation of technology can be time consuming. (Citations?) This is why I am choosing to do my research on integrating technology in reading. My focus will be on the early childhood classrooms. I would like research to find out what technology is available and what technology would appropriate for students in my age group. Troup County is in the process of installing Promethean Boards in all of our elementary schools. I would like to find ways that I can use the Promethean Board once it is installed in my room. I would also like to investigate more Web 2.0 applications to see their effectiveness in teaching reading. I believe with this ﻿ <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;"> research I can become a more effective teacher and I will be ready for any new technology the future may hold. (Are you defining promethean boards as software?) **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Review of Related Literature ** <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Many research studies have been conducted over the years in the area of reading. (Citations?) The research that has been conducted has focused on how children learn to read and why some children learn to read faster than others. Levy (2009) cites many studies that imply that educators need to understand how children interact with the digital world around them so that they can use those tools in the classroom. Most children are exposed to technology through games at a very early age. Hertzog and Klein (2005) suggest that today’s generations of students are now referred to as “digital natives” whereas their parents are referred to as “digital immigrants”. These students can be home and still carry on conversations with anyone anywhere in the world. This is an important fact to consider as a kindergarten teacher looks to incorporate technological tools or software seamlessly into his/her lesson plans. <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Teachers seem to struggle with how to integrate technology seamlessly into the curriculum. There are many tools, software and Web 2.0 applications that can assist teachers with the integration process. First, teachers need to decide what application or tool would benefit their student population, what prior experience would their student need, and what tools are needed by the teacher. “One particularly promising approach to implementing classroom technology for young learners is a “toolkit” approach, in which a collection of appropriate types of technology (both hardware and software) is specifically selected to enhance student performance” as cited by Hourcade, et al. (2010). These tools can be digital cameras, camcorders, SMART Boards, printers, software applications, and unlimited web 2.0 applications. Teachers do not necessarily need to construct a “toolkit” to implement technology. They or their students can create their own electronic books using programs such as Adobe Reader, Microsoft PowerPoint or Reader (Larson, 2008). Skouge, Rao, and Boisvert (2007) suggest that all an educator needs to implement technology is “to take risks to learn new skills, investing evolving technologies, and enter into partnerships with youth who are technology savvy and eager to serve.” <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Wood, Littleton, and Chera (2005) stated that “an alternative approach to supporting literacy development has focused on the potential use of computer software to facilitate learning in the classroom. “ (page #?) Software programs generally address many components needed to master a given skill. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Web 2.0 is normally associated with web applications that facilitate interactive [|information sharing] and [|collaboration] on the [|World Wide Web]. ( Will you define information sharing and collaboration for your target students? ). Web 2.0 applications that I found would be hard for kindergarten students without prior computer experience. The world wide web also has search engines such as Yahoo!kids or askkids.com. However, these are generally targeted to older children (Wang, Kinzie, McGuire, and <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;"> Pan, 2009). So, I decided to turn my attention to software applications that seem to have more research based data to make a more informed decision. Software applications such as computer-assisted programs can provide systematic exercises in phonological awareness and letter sound correspondence (Macaruso <span style="color: #ff0000; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">and <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;"> Walker, 2008) that I feel will benefit kindergarten students in the beginning stages of reading. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Software applications that are used for kindergarten students are normally in a game type format. Compton-Lilly’s article <span style="color: #ff0000; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">What Can Video Games Teach Us About Reading <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;"> (just italicized) brings up some interesting points. First of all, games allow children to make mistakes in a “risk-free” environment. The author cites the example of “Round Robin” reading and the uneasiness that many children feel or have felt when they could not read their upcoming part of the passage. Another point the author cites is that games allow children to create identities and encourage identity work. Through games, children can identify what type of student they are and improve or refine that student. Games give students many opportunities to practice and refine their skills. (Citations?) However, if the player continues to provide an incorrect answer a well designed game will provide instruction for that student on that particular skill. I found this information very beneficial for my research. I believe that based on the age of my children and the computer skills that they possess, focusing on software applications that provide a game like experience would be the best alternative for my class. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Parette, Hourcade, Dinelli, and Boeckmann (2009) wrote an article about the //Clicker 5// program. This article addresses the problems of emergent literacy in young learners that may have difficulties or disabilities. Children who interact with text and pictures develop the foundation for early reading skills. In the article, the authors address ways the Clicker 5 software program can help children with emergent reading skills. The Clicker 5 is a grid writing program. Grid writing is a software application that provides students with a group of words or pictures that will help to make writing choices simpler. It addresses phonemic awareness, word recognition, concepts about print, alphabetic principle, and comprehension. Studies show there are a small but increasing amount of evidence that computer based technology can enhance learning in young learners that may have a disability or difficulties with reading. The Clicker 5 program can be modified to use the teacher’s voice or prerecorded text, sentences, words, or sounds. Clicker 5 is well used in England and is gaining popularity in the United States. The //Clicker 5// program was mentioned in other articles while I was completing my article review. Based on the recommendation made by other articles, I feel that this program could possibly meet the needs of our kindergarten student population at my elementary school. I am currently in the process of obtaining permission from my school administration, technology department and the Clicker 5 software program company to conduct the study at Rosemont Elementary. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Larson (2008) quotes the International Reading Association by stating that “educators have a responsibility to effectively integrate technologies and new literacies into the current language curriculum to prepare students for the literacy futures they deserve.” Many teachers possess personal technology skills. However, they struggle with how to implement these skills seamlessly into the classroom. This research should help provide the kindergarten teachers at my school another tool for implementing technology into the curriculum and assisting their students with learning to read. <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">(I really like how you weave your article content as foundation for this research project). **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Purpose of the Study ** <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">My research problem is how to integrate technology into the reading curriculum. I would like for it to seem seamless and a natural part of everyday learning. There are so many software and Web 2.0 applications available, but I would like to focus on the ones that I could use effectively in my kindergarten classroom. The research that I have found so far has been beneficial to a certain degree. It has provided me with names of possible programs and ideas of how to use those programs. However, I have yet to find a study where the author has started the integration of technology process. All the studies that I find deal with the observation of an established classroom. I would like to know how the routine was established and how the children were taught to use the programs. I feel like that this information would be more beneficial to me. (Need to create a transition to your research question. Why did you chose this particular question -- the transition is not there -- and cuts the flow of your narrative.  **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Research Question ** <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 200%; margin: 0in 0in 10pt;">Does Clicker 5 benefit student reading in the kindergarten classroom? (This is answerable with a yes or no) -- lends to a very quantitative study? Can you control the variables?) **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Methodology ** //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Research Design // <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">To start my research, I plan to develop a questionnaire. Johnson and Christensen (2008) inform that an effective questionnaire helps you to get to know your participants better. Since my kindergarten students come to me with many different types of technological experiences, I plan to design a questionnaire that helps me to determine what skills my students already possess. I would like to also send a questionnaire to parents to determine how many students have access to computers in their homes and how often they use those computers in their homes. (Do attach the questionnaire?) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;"> (Should this be another paragraph? What is the rationale for collecting this data?) Qualitative data with open-ended questions are the type of questions that I plan to use. I believe by using open ended questions, I would allow parents to explain their answers. Many times parents like to explain their answers, so I would like to provide them with this opportunity. (Would it be easier to do a checklist and then related open eneded questions?)

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Types of Data // <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Moving on into my research, I plan to used a mixed research approach. (What do you mean? How does it looks like?) Based on my problem statement, I feel I will need a lot of literature and research to provide direction for my research. I am searching for a lot of studies and literature to provide me suitable applications for my kindergarten students. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">//Data collection strategy and/or instrument// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">I will need to collect data about my student’s computer skills prior to providing treatment. I will create a survey/questionnaire to gain insight to their computer usage and skills at home. (Refer to the instrument that you plan to use?) After reviewing many articles and studies, I will administer a pre-test for kindergarten students at my school to test their reading abilities. (Why is this important?) We actually administer a test called the //Lexia// (//Lexia// Learning Systems, 2003)”. //Lexia// Reading provides ongoing, dynamic assessment of reading skills and progress, enabling educators to foster students’ reading success by informing and differentiating reading instruction”. This program could provide me with me with the pre-test data that I need. I can then conduct a field experiment of a particular Web 2.0 application. My sample size would be around 80 kindergarten students of similar economic and ethnic backgrounds. Two teachers would implement the //Clicker 5// software application and two teachers would conduct their classes as normal. After an eight week period of time, all teachers would administer the //Lexia// test and I would compare the data of the classes that received treatment to the classes that did not receive the treatment to determine if there were any significant differences.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">//Data analysis// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">To start off my research I plan to use qualitative data. Based on open-ended questions about my subjects experience on the computer that I will send home to my parents, I will choose a program that I think will benefit my students. I will proceed to use the most current //Lexia// scores as my pre-test. I plan to use the one-way ANOVA to compare the pretest and posttest scores to determine if there was an improvement in scores. I will use the SPSS program to determine if there is significance in my data. I will base the significance of .05 as Johnson and Christensen used in many examples. My null hypothesis would be software applications cannot support the effectiveness in teaching reading to K-12 students. The alternative hypothesis is software applications can support the effectiveness in teaching reading to K-12 students. I would like to divide my students into high achievers, average achievers, and low achievers and determine if there is significance in this data also. Determining if there is significance and who the program benefits is the most important factor in my research. <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">(Will it provide answers to your research questions?) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">** Timeline ** <span style="background: white; color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">(Provide an introductory narrative for this section?)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Date(s) ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Task **  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 10 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Send home parent survey /questionnaire and permission form  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 14 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Parent survey/questionnaire and permission closes  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 18 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Set up test groups based on parental permission and abilities  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 24 – January 28 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Administer //Lexia// for Pre-test data  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 31 – March 11 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Begin Clicker 5 implementation with experimental groups 15 to 20 minutes daily  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">March 14 -18 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Administer Lexia for post-test data  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">March 21 –March 31st || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Analyze data and summarize results  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">April 12 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Share findings with staff at faculty meeting  ||

**<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Results ** **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Discussion **

**<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Conclusion ** **<span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">References ** Volume #s need to be italicized. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Brown, J. (2006). Mobile assessment: Working smarter, not harder. //T.H.E. Journal//, 33(13), 32- 35. Retrieved from ERIC database. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Coleman, M., & Heller, K..(2010). The use of repeated reading with computer modeling to promote reading fluency with students who have physical disabilities. //<span style="font-family: 'Arial','sans-serif';">Journal of Special Education Technology //, 25(1), 29-41. Retrieved from ProQuest Education Journals. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Compton-Lilly,C.. (2007).What can video games teach us about teaching reading? //The Reading Teacher//, 60(8), 718-727. Retrieved October 24, 2010 [|http://proquest.umi.com.ts.isil.westga.edu/pqdweb?index=0&did=1266507511&S rchMode=2&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQ D&TS=1287955598&clientId=30336] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Hertzog, N., & Klein, M. (2005). Beyond gaming: A technology explosion in early childhood classrooms. //Gifted Child Today//, 28, (3), 24-31. Retrieved from [|http://www.prufrock.com] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Hourcade, J., Parette, H., Boeckmann, N., & Blum, C. (2010). "Handy manny" and the emergent literacy technology toolkit. //Early Childhood Education Journal//, 37(6), 483-491. Retrieved from [] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Judge, S., Puckett, K., & Bell, S. (2006). Closing the digital divide: Update from the early childhood longitudinal study. //Journal of Educational Research,// 100(1), 52-60. Retrieved from [] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Larson, L. (2008). Electronic reading workshop: Beyond books with new literacies and instructional technologies. //<span style="font-family: 'Arial','sans-serif';">Journal of Adolescent and Adult Literacy, 52 //(2), 121- 130. doi: 10.1598/JAAL.52.2.3 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Levy, R., (2009). "You have to understand words...but not read them": Young children becoming readers in a digital age. //Journal of Research in Reading//, 32(1), 75-91. doi:10.1111/j.1467- 9817.2008.01382.x <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. //Reading Psychology//, 29(3), 266-287.doi:10.1080/02702710801982019 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Mechling, L., Gast, D., & Thompson, K.. (2008) Comparison of the effects of smart board technology and flash card instruction on sight word recognition and observational learning. //<span style="font-family: 'Arial','sans-serif';">Journal of Special Education Technology, // 23(1), 34-46 Retrieved from [|http://proquest.umi.com.ts.isil.westga.edu/pqdweb?index=0&did=1508636021&S rchMode=2&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQ D&TS=1287167230&clientId=30336]. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Parette, H., Hourcade, J., Dinelli, J., & Boeckmann, N. (2009). Using "Clicker 5" to enhance emergent literacy in young learners. //Early Childhood Education Journal//, 36(4), 355-363. Retrieved from [] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //<span style="font-family: 'Arial','sans-serif';">Using technology with classroom instruction that works //. Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Putman, Michael S..(2005) Computer-based reading technology in the classroom: The affective influence of performance contingent point accumulation on 4th grade students. //<span style="font-family: 'Arial','sans-serif';">Reading Research and Instruc //tio//<span style="font-family: 'Arial','sans-serif';">n, // 45(1), 19-38. Retrieved from [|http://proquest.umi.com.ts.isil.westga.edu/pqdweb?index=2&did=1043598821&S rchMode=2&sid=2&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQ D&TS=1287156246&clientId=30336]. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Rasinski, T., Rupley, W., & Nichols, W. (2008). Two essential ingredients: Phonics and fluency getting to know each other. //Reading Teacher//, 62(3), 257-260. doi: 10.1598/RT.62.3.7 <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Skouge, J., Rao, K., & Boisvert, P. (2007). Promoting Early Literacy for Diverse Learners Using Audio and Video Technology. //<span style="font-family: 'Arial','sans-serif';">Early Childhood Education Journal //, //<span style="font-family: 'Arial','sans-serif';">35 //(1), 5-11. Retrieved from <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying technology to inquiry- based learning in early childhood education. //Early Childhood Education Journal,// 37(5), 381- 389. Retrieved from [] <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Wood, C., Littleton, K., & Chera, P. (2005). Beginning readers' use of talking books: Styles of working. //Literacy//, 39(3), 135-141. Retrieved from [] 9345.2005.00413.x