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ERIC Number: ED468324
Record Type: Non-Journal
Publication Date: 2002-Mar-11
Pages: 99
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Early Childhood Interactive Technology Literacy Curriculum Project: A Final Report.
Hutinger, Patricia; Robinsosn, Linda; Schneider, Carol; Johanson, Joyce
This final report describes the activities and outcomes of the Interactive Technology Literacy Curriculum (ITLC) project. This federally funded 5-year model demonstration project was designed to advance the availability, quality, use and effectiveness of computer technology in addressing the acquisition of emergent literacy among young children with mild to severe disabilities. ITLC promotes literacy knowledge and behaviors in young children with special needs by providing children with stimulating, meaningful experiences generated by an engaging set of activities using computers, accompanying peripherals, and software that contain developmentally appropriate content and elements of interactivity. Underlying the model is the assumption that emergent literacy is an important process that gives children the ability to deal with abstractions later used in writing and reading, which have roots in the scribbles, images, and pretend play of the young child. ITLC established three demonstration sites and three replication sites in rural and urban locations in Illinois during the 5 years of the project. A total of 291 children, 289 families, and 18 early childhood team members participated. Of the 291 children, 32 demonstration-site children and 11 replication-site children participated in ITLC for 2 years, while 8 demonstration-site children participated for 3 years. Children's emergent literacy skills and understanding of literacy concepts, as defined in theory and by the ITLC, improved as a result of their participation in the project. Children demonstrated increased communication skills, social interaction, fine motor control, attending, planning, and problem solving skills. Teachers who participated in the model designed classroom environments that promoted emergent literacy and designed activities that supported emergent literacy development. They improved competencies related to literacy, computer operations and adaptations, computer applications for children, and family involvement. (Contains 61 references.) (Author/CR)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Western Illinois Univ., Macomb. Center for Best Practices in Early Childhood Education.
Identifiers - Location: Illinois