The Key Note presentation for Theme IV: Teaching with eBooks in the Classroom was presented by Jeremy Brueck . Regrettably his co-author Kathleen Roskos was unable to join us but Jeremy’s presentation, attached below, was a perfect introduction to the Theme. The presentation was visually gorgeous, immensely practical and intellectually stimulating since it reminded us (again) that children’s learning from ebooks is not just about the design of the technology. Teachers’ knowledge, skills and experiences play a very important role. Jeremy reviewed best practices related to five key points: (1) Know your device; (2) Know your ebook; (3) Establish routines; (4) Link apps together; and (5) Be persistent. Jeremy also introduced us to some tools for evaluating and rating the quality of ebooks for teaching, including his own eBook Quality Rating Tool. Jeremy has discussed this tool in more detail on his blog and he and his colleagues have published data collected with the tool in journals such as The Journal of Interactive On-line Learning. I invite readers to download the conference handout because a brief blogpost cannot do justice to the presentation. However, as Jeremy stressed during the presentation, professional development helps but supported and persistence exploration and practice with devices and apps is the key to successful integration of these technologies into the classroom.
Conference abstract: The surge of eBooks and storybook apps into the early childhood world is rapidly changing the traditional early book experience and thereby the way literacy is promoted in early education. As eBooks increasingly replace print books on an array of devices, the need to understand their impact not only on children’s engagement and learning, but also early literacy teaching grows more urgent. How do adults help young children learn to read and write in an electronic reading environment? Our session focuses on emerging e-reading practices that appear promising for promoting children’s early literacy knowledge, skills and motivation. Drawing on a series of field studies in early childhood classrooms, we describe hybrid pedagogies teachers are using to support early literacy experience with eBooks and apps. We also report both the “thrill of victory and the agony of defeat” when implementing eBook reading instruction in mobile learning environments. Finally we discuss the supports that teachers need when adapting their existing practices to eBook enriched classrooms.
Conference handout: Brueck DigLitMcGill slide upload.