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Comparison of Digital
Literacy Development Between Children and Adolescents
By: Christopher Ruckdeschel
Besides these general effects, the use of technology can aid in the
development of age specific literacy skills. For example, "studies indicate
that children who play [computer] games can improve their visual intelligence
skills - skills that may provide them with 'training wheels' for computer
literacy. Such skills may be especially useful in the fields of science
and technology, where proficiency in manipulating images on a screen is
increasingly important" (Subrahmanyam et. al., 2000). One research team
discovered that pre-school aged children benefited and thrived when given
the opportunity to develop skills through the use of computers: "the computer
center can effectively encourage supportive scaffolding interactions among
children as they work side-by-side to achieve the goals created by developmentally
appropriate software" (Freeman, 2001). Another study reported that early
use of educational software at home resulted in scores that were "significantly
higher than other students on computer literacy tests" (Subrahmanyam et.
al., 2000). Furthermore, studies of one after school computer program
for elementary school students discovered "that children who participated
in the program had greater advances in reading, mathematics, computer
knowledge, following directions, and grammar and had higher scores on
school achievement tests, compared with students who did not participate"
(Subrahmanyam et. al., 2000). Another advantage of using technology in
the development of literacy skills lies in its ability to offer resources
and output opportunities to a variety of intelligence styles: "Using multimedia
technology, [allows] smooth interaction with the computer by integrating
touch, voice, music, video, still images, graphics, and text" (Literacy
development, 1991). In a similar manner, in a longitudinal study of adolescent
students, the researchers found "that the students with computers at home
had higher overall grades and better grades in math and English than those
without computers" (Subrahmanyam et. al., 2000). Through the work of multiple
researchers, it is apparent that early interaction with computers helps
younger students develop early literacy skills, as well as, prepares them
for later success. With the use of the Internet and inquiry-based learning
activities, older students have an authentic opportunity to develop literacy
skill while advancing from logical to abstract thought, a process described
by Jean Piaget (Feldman, 1996).
As one researcher described, "literacy could be described as the 'legal
tender' of school and of society, the currency in which academic and social
transactions take place" (Cairney et. al., 1998). The use of computers
in education is widespread and becoming commonplace. The application of
the insights and advances illustrated in the research will yield plentiful
results. For example, by utilizing the interest and motivation associated
with technology, preschool programs can extend their computer programs
to focus not only on the development of digital literacy skills but also
incorporate the contribution of Leu Jr., who proposed the notion of literacies
of responsibility. As these young students begin to utilize the computer
for education, they too must interact with the computer for moral development.
This relationship is supported by the national technology learning standards,
though it is currently mentioned only for older students: students will
"analyze advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole" (Profiles of technology
literate students, 2002). It is understandable that young students lack
the moral development and mental capability to explore moral concerns
with such detail, but with this limitation, there is still room for the
introduction and dissemination of basic right and wrong concepts associated
with computer use that may be present but currently unnamed in preschool
computer programs. Also, the importance of the transitional period between
elementary school and later education illustrates a gap in literacy education
due to the reliance of the English teacher alone for the development of
literacy skills. The Internet offers many inquiry tools, such as Webquests,
which allow teachers to promote literacy skills while still focusing on
content. This application could be a solution to the current discrepancy
in instructional time between elementary schools and middle and high schools.
Another example of future progress that through application could improve
the state and effectiveness of digital literacy education lies in the
task of diminishing the digital divide that exists in America. By efforts
to offer all students more meaningful time using technology, we will produce
a greater number of students ready to meet the challenges of the digital
communication world. This, of course, is an issue greater than a simple
comparison between those who have technology and those that do not have
technology. For it is clear, that many teachers, through their absolute
reluctance to engage with technology, rob their students of the opportunity
to interact with modes of communication vital for their social and educational
development. Finally, another modification that could enhance the technological
literacy practices mentioned above centers in the fact that students possess
a multitude of intelligences. By their very nature, computers and Internet
applications and programs are multimedia and interactive. By continuing
to add interaction and output possibilities, teachers will enhance the
effectiveness of instruction and increase the amount of students meaningfully
interact with the given curriculum.
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