Current and Emerging Uses of Digital Media Artifacts in Preschools and Summer Learning Programs

• In Event: Ready to Learn Initiative: Using a Transmedia Approach to Enhance Early Literacy and Numeracy Skills

Abstract

Objective: To present findings from a descriptive study of digital media use for learning conducted as part of the summative evaluation of the CPB/PBS Ready to Learn (RTL) project. We examined how preschool teachers and summer learning program instructors use digital media, such as web-based videos and interactive games, in their teaching, what new possibilities and points of entry might exist for using digital media, and what challenges constrain instructors’ in expanding or deepening their use of digital media. The study sample drew from the greater New York and San Francisco Bay areas, as well as cities and rural areas from the Southeast and Midwest.

Theoretical Framework: Engaging in a set of media rich experiences across setting (home, school, community) and platform (television, computer, handheld) in which there is a continuity of character and narrative can be a potentially powerful strategy for teaching early math and literacy skills to young children. Necessarily, some experiences will need to be facilitated by preschool teachers and instructors in afterschool and summer learning programs.

Methods: Researchers conducted phone interviews with teachers in Head Start and public preschool programs, and with instructors in summer learning programs that serve early elementary students. Based on these interviews, researchers then conducted observations and in-person interviews with a small number teachers/instructors. We checked our findings using a design charette in which small groups of interviewees conducted a critical review of our preliminary findings.

Data Sources: Researchers designed, tested, and used multiple interview and observations protocols, including: Preschool Director Interview; Preschool Teacher Interview; Summer Learning Agency Director Interview; Summer Learning Instructor Interview; Preschool Observation Protocol; Summer Learning Observation Protocol, and a Design Charette protocol.

Results: Data collection for the study will be complete in August 2010 and data analysis was taking place at the time of the AERA deadline for submission but will be completed well before the conference.

Significance: The study is interested in how teachers and other instructors in preschool and summer learning programs that serve economically and/or socially disadvantaged preschool and early elementary aged children (up to age 8) are presently using digital media—and how they might increase the quality and quantity of opportunities to learn for the children in their care by using digital media in new ways. Our own research (Penuel, 2010) suggests that these children can make significant gains when their teachers are supported in using digital media to enhance instructional practice. Although many children are likely to interact with digital programming and games on their own, the potential for amplifying their effects with facilitated learning activities aligned to the content of Ready to Learn programs and games is considerable (see, especially, Chambers, Cheung, Madden, Slavin, & Gifford, 2006). ECE centers are an important site for mathematics and literacy learning among low-income children targeted in the initiative. It is there that young children can receive guidance from adults who are charged with creating an environment intended to promote young children’s development in these areas (Neuman, Roskos, Wright, & Lenhart, 2007).

Author

• Shelley Pasnik, Education Development Center, Inc.