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ERIC Number: ED437170
Record Type: Non-Journal
Publication Date: 1999
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Integration of Old and New Technology: Computers, Photography, and Video Technology in an Even Start Family Literacy Project.
Landerholm, Elizabeth
McCosh Even Start is a federally funded project at McCosh School in an inner-city Chicago neighborhood and is administered as a partnership between Northeastern Illinois University and the Chicago Public Schools. The program's goals are to help parents: (1) become involved with the school by becoming comfortable at the school, making friends, and having enjoyable experiences; (2) enjoy reading and writing and to replicate these experiences with their children; (3) enjoy and understand science, math, and computer and video technology and to replicate this knowledge with their children; and (4) improve their own literacy and job-hunting skills. This paper describes the program's components, including home visiting, an after-school literacy program, field trips, computer classes, and the use of videotaping and photography to document learning. The paper focuses on the use of computers, video technology, and photography as tools to develop literacy as well as to document the literacy progress of parents and children. Also detailed is an evaluation of results of the program, whereby staff, parents, children, and a video documenter collaborated to use strategies that complimented the program's routine and minimized the interruptions to parent-child involvement. These indicators of literacy improvement included video documentation, parent interest questionnaires, observations, book logs, photo collections with personalized captions, portfolios, informal reading inventories, and parent self-evaluations. The paper's appendix lists software for preschool/early primary programs. (Contains 25 references.) (EV)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Illinois State Office of Education, Springfield.
Authoring Institution: N/A