Hi this is assigment is for english twenty-first literature. that has to be atleast 500 words. Essay Example
The Impacts of Technology on reading in the 21st Century
Digital technology has been utilized in many of our today’s education classrooms about as long as the personal computer has been in the public realm. According to Healy (1998, p.152), apart from the scope of basic processing and internet access, there are more technologies that have been developed not only to enhance learning but particularly to aid and facilitate reading and writing in learning environments. New research indicates that these new technologies have various positive impacts on learners as they generally encourage active and engaged learning. Among other things, these 21st technologies have been found to encourage skills such as improved reasoning and problem solving abilities, proficiency in reading and writing and helping students on how to become creative (Cassady, & Smith, 2005, p.361). This paper therefore aims to discuss the impacts of 21st technologies on reading and how these technologies enhance learners’ experience of reading.
According to Blok, Oostdam & Otter, et al (2002, p.101), the emerging, improved technologies are pushing literacy ahead of its print-based tradition to comprise online and electronic texts as well as multimedia texts. Despite the fact that some educators suggest that caution should be taken when using these new technologies to promote reading, several of these technologies have proven to promote interest in reading. For instance, the use of audio books in class with some second-language learners who have difficulties in reading and writing has proven to be an effective tool that allows students to read texts which are beyond their actual reading abilities (Ehri, Dreyer & Flugman, et al 2007, p.416).
According to Cassady, & Smith, the hearing of texts read aloud can greatly enhance understanding since it adds another dimension of learning that captures the attention of some learners who have problems in levels of concentration (2005, p.365). Research carried out by these two authors indicate that the use of audio books together with written texts increases student’s interest in reading and levels of commitment with the reading process. Healy (1998, p.156) points out that new technologies such as e-books and online texts time and again offer a visual element with the material, often integrating textual enrichments such as background information on thoughts and theories, or descriptions of words, accompanied by imagery and photography to improve the reading process. Blok, Oostdam & Otter, et al explains that the 21st technologies such as e-books will enhance learner’s reading experience greatly. The technologies make reading more interesting, engages the learners, improves their understanding and makes them remain focused on the reading process (2002, p.104). Several researches have supported the argument that the integration of the new technologies in the classroom have above all enhanced reading, writing and have greatly improved students’ overall performance.
From the paper, it is evident that the use of the 21st technologies has greatly enhanced reading abilities and made it more interesting and engaging. With the use of these new technologies, there is no doubt that learners engage in a more integrated, intensive and extensive reading process. The new technologies such as audio books and online texts have a visual component not contained in print materials which make reading more captivating even for the reluctant and slow learners. It can therefore be concluded that the new technologies have made reading in the 21st century easier, fascinating and engaging hence positively impacting on students’ reading abilities.
Blok, H., Oostdam, R., Otter, M. E., & Overmatt, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72(1), 101-130.
Cassady, J., & Smith, L. (2005). The impact of a structured integrated learning system on first grade students’ reading gains. Reading and Writing Quarterly, 21(4), 361-376.
Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A. (2007). Reading Rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414-448.
Healy, J. M. (1998). Failure to connect: How computers affect our children’s minds—for better and worse. New York: Simon and Schuster.
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