Using Electronic Books to Foster Emergent Literacy in Early Childhood Education
Abstract: During the Fall 2007 semester, a group of students enrolled in an elementary education, teacher education program participated in a class, EDCI 4305: Educational Technology & Curriculum Planning. As part of the course requirements, students were required to develop an electronic ‘big book’ using Power Point and conduct a shared reading activity using the big book. In addition, students were asked to complete a self-assessment of the shared reading activity. Data indicated that students incorporated best practices during the shared reading activity, that the elementary students reacted positively to the interactive book, and that although students encountered some difficulties in coordinating the delivery of the interactive book, they were able to complete the assignment successfully.
Presider: Dora Chen, University of New Hampshire