Technology and Literacy
In the evolution of the information era, fundamental technological literacy and access are now crucial in today’s civilization. People with no access to computers are finding themselves isolated from the rest of the digital globe due to the fact that many daily duties, such as job application and shopping are carried out using computers (Cassell 80). As a result of the demand in technology, literacy in technology has turned into an important skill for achievement in today’s civilization. The usual description of literacy has developed from being capable of reading and writing to the extended and more sophisticated ability to tackle the processes and results of learning in the Information era. Literacy can be described in diverse words, for example, math, reading, media and computer literacy. Every form of literacy specifies a particular practice by which that content area can be more readily agreed upon. All the other types of literacies exist under information literacy because it is an instrument of empowerment. Learners who hold information literacy have an increased ability for doing significant, germane work. In spite of where information literacy skills are applied, they are pertinent in any school, or workplace. Research has revealed that technology can increase literacy improvement, affect language acquisition, offer better access to information, sustain learning, stimulate students, and improve their confidence (McKenna, Labbo, Reinking, and Zucker 307).
Computer technology presents plentiful opportunities for learners to adjust their individual understanding through various skills that technology affords. The essentials of computing skills should be harmonized with cognitive and practical skills, in order to achieve more universal involvement in a technological dependent culture (Cassell 81). Schools are not adequately training tutors; and tutors are not changing the syllabus to convene the growing requirements of progressing in technologies. There is no existing standard for what constitutes as fluency and government officers have taken a slow method in equipping citizens with the proficiency and information required to obtain government services, given that governments and businesses information services are completely online.
A broad variety of digital tools improve reading, understanding and vocabulary improvement by presenting students with access to word articulation, word meaning and background information to guide an person’s interpretation. Therefore, a strong research base upholds that technology improves all phases of literacy improvement (McKenna et al., 308). When thinking about Information Literacy, it is essential to appreciate the shifts in training and learning that have been products of the increasing functions of technology in schools. Technology affords acquisition to larger volume and depth of information than was ever achievable before. Technology can also be applied in enhancing language acquisition in various ways. It enhances access effectiveness via digital multimedia. Multimedia presentations can form better memory connections than text alone (McKenna et al., 309). Additionally, digital technologies enable immediate playbacks, which present the student with fast and straightforward access to various sections of learning materials than when they are using books. Technology enhances accuracy using Internet and video. The Internet helps students to obtain reliable materials, such as literature, while video can present rich in context linguistic and culturally pertinent materials to students. It enhances clarity using apprentice control and multimedia notes. Video resources online can be improved with comprehensive captions, enabling the reader to absorb the information without difficulty. Digital reading resources can be hyperlinked to various media, which learners can opt to help their understanding of the content. Technology offers significant and reliable communication opportunities. Learners can connect in genuine types of communication via e-mail or chat rooms. Besides assisting in language and literacy improvement, technology has also influenced mathematics achievement. A study recently conducted illustrated a statistically considerable increase in mathematics scores when learners used digital video (McKenna et al., 310).
Technology can be helpful in learning of basic skills. It considerably enhances scores on standardized achievement examinations, can present the means for learners with unique needs to converse through e-mail, and can assist teachers in accommodating students’ different learning methods. Technology also inspires and helps in connecting with the student. When learners have an alternative in their assignment and can self-assess with instructors comment intertwined, learner inspiration increases (Cassell 82). The shifts in teaching are founded on a material based learning method. Consequently, teachers must scrutinize subject-area requirements thoroughly. They must find out where process takes preference over product. They must plan experiences that connect students and improve the learning environment. Technology persuades learners to pose questions, discuss and contemplate upon their own understanding (Cassell 84). They plan lessons that harmonize material standards and information literacy standards. When technology is sensibly and efficiently applied in the classroom, learners comprehend quickly and deeply. Application of technology can be strongly inspiring and engaging. It presents a connection to real-life progress and can be a catalyst that transforms learning institutions. Technology alters the instructional function of a tutor and the educational background of the school. The learning task is now the responsibility of the students thus changing them into masters of their own learning.
Cassell, Justine. “Towards a model of technology and literacy development: Story listening systems.” Journal of Applied Developmental Psychology 25.1 (2004): 75-80.
McKenna, Michael C., et al. “Effective use of technology in literacy instruction.” Best practices in literacy instruction 2 (2003): 307-310.