Technology Tools to Support Reading in the Digital Age

by: Gina Biancarosa and Gina G. Griffiths

Technology in education is becoming more and more prominent and expected—nothing new.  However, what is new are the studies that have taken place to see as to what specific technologies are useful in the classroom, and how they can be used in the most beneficial way.  In this article, both Biancarosa and Griffiths uncover a multitude of findings based on research in the area of literacy and E-readers. 

To begin, the authors acknowledge that E-readers are helpful in developing reading and writing skills, so long as there are four rules that are to be followed: “use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provide” (139).

Research has shown that Kindle books outsell hard and soft-back books combined, and that number continues to increase.  Advantages in using e-readers include: the ability to change font size, use text-to-speech audio, and collaboration amongst other internet users in an effort to enhance students’ learning.  Although, with these advantages also comes disadvantages.  It has been concluded that students who have access to technology are able to perform at higher-levels in their reading and writing, however, low-income students who tend to have less access to technology fall behind, which means that performance levels amongst peers have a more prominent gap.  Even though this issue is being addressed, “experts warn that achievement disparities may continue to widen unless students are given sufficient opportunities to learn how to use technology to accomplish a wide range of goals” (141). 

It appears that students who perform at high levels use the internet to research and collaborate, as opposed to students who perform at lower levels who use technology to chat, play games, and communicate on social media.  In order to advance one’s abilities, students need to be taught how to advance their literary skills through the use of technology, and as educators we must adapt to this theory in order to meet the shifting stipulations of today.

On page 143, the authors address tools for compensation and instruction in basic skills, that being: 1. Text-to-speech (especially useful for visually-challenged or language disabilities.  2. Synchronized highlighting. 3. Phonological awareness or decoding.  4. Translations and other visuals of data or photos. 5. Self-paced tutorials, which lead to gains in self-questioning, error detection, inference, summarization, and concept-mapping skills and strategies to enhance readers’ use of reading strategies and comprehension of texts.

Based on all of this information, I am able to support my educational philosophy as a teacher who strives to incorporate the use of technology, while keeping in mind those students who have little to no outside access to technology after leaving school.  In an effort to keep the gains from widening any further between students who achieve high and low, I plan to construct a way in which students can be taught how to use it, and create an “after school” time devoted to students so that they can use the technology and be taught how to use it.