Technology & Young Children

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A precis of each entry is known as an annotated bibliography. The objective of annotations is to avail assessment and summary of each source to the reader. Moreover, each summary should give the reader a time-honored idea of the source’s content and should be concise about the exposition of the source’s central ideas.
How asynchronous dialogue boards mediate learning literacy methods courses to enrich alternative-licensed teachers’ mastering experiences, Journal of Research on Technology in Education.
Ajayi wanted to find out how teaching literacy technique courses can be mediated with alternative licensed teachers’ perspective on asynchronous dialogue board applied in early childhood education. In relation to the above, facilitation of dialogical interactions that resulted in dynamic social knowledge of children, consideration of alternative perspectives, and application of technology as a social space for adaptation of multiple voices all motivated the discussion of courses. In conclusion, the application of technology and interactive media is crucial in the early childhood education because it helps in giving a comprehensive understanding of the world and its components. The assertions provided by the different education assistants that participated in the study, provided a rationale for crediting Ajayi’s study.

Berg, M.A. (2011) On the cusp of cyberspace: Adolescents’ online text use in conversation. Journal of Adolescent and Adult Literacy, 54(7), 485–493.

In this article, the research examines the relationship between application of computers in a young section of a Midwestern public library serving diverse SES population and the use of online texts in the live conversation of adolescents. Data generation showed that adolescents in the survey used the texts for their talk in five ways; instrument, expression, experience, authority, and reference after there were an influence of online text creation. The above approaches are connected and delineated to the teaching of classrooms.

Lapadat, J. C., Brown, W. I., Thielmann, G., and McGregor, C. E. (2011). Teaching with blogs: A case study of technologically mediated literacy. International Journal of Learning and Media, 2(2-3), 63–79.

In this article, a survey of two months was carried out on twenty-eight students of eighth grade with analysis of blog on one teacher to determine educational blogging via classroom observations. The outcomes showed that students were motivated to write and read online after there was an application of digital and printed literacy materials in class. The survey also evaluated three aspects discussed in the classroom and these were in form of digital literacy that was used in the guidance of teachers in digital literacy pedagogy implementation.

Liu, T. C., Desai, R. A., Krishnan-Sarin, S., Cavallo, D. A., and Potenza, M. N. (2011) Problematic Internet use and health in adolescents: Data from a high school survey in Connecticut. Journal of Clinical Psychiatry, 72(6), 836–845.

In this study, three thousand five hundred sixty-eight school students from Connecticut participated in an exercise that correlated excessive internet use or social activities with the prevalence of health issues. The data generated showed that there were aggressive behaviors, substance use and depression that were related with four percent of the students who participated in problematic internet use.

Warschauer, M., Arada, K., and Zheng, (2010). Laptops and inspired writing. Journal of Adolescent and Adult Literacy, 54(3), 221–223

This research focuses on the impact of laptop computers on the student’s writing program for students who were in grades between ten and five. The data was evaluated with help of responses to three hundred ninety-one blogs to questions about the program that were commented voluntarily by students in 2010 and 2009. The following are some of the agendas that were presented to students to give their perceptions about the use of laptops at learning institutions; engagement with new media, remaining relevant in a technological world, and self-directed learning, learn and share, access to information, and better tools for writing.

References

Ajayi, L. (2010). How asynchronous discussion boards mediate learning literacy methods courses to enrich alternative-licensed teachers’ learning experiences, Journal of Research on Technology in Education, 43(1), 1–28.

Berg, M.A. (2011) On the cusp of cyberspace: Adolescents’ online text use in conversation. Journal of Adolescent and Adult Literacy, 54(7), 485–493.

Lapadat, J. C., Brown, W. I., Thielmann, G., and McGregor, C. E. (2011). Teaching with blogs: A case study of technologically mediated literacy. International Journal of Learning and Media, 2(2-3), 63–79.

Liu, T. C., Desai, R. A., Krishnan-Sarin, S., Cavallo, D. A., and Potenza, M. N. (2011) Problematic Internet use and health in adolescents: Data from a high school survey in Connecticut. Journal of Clinical Psychiatry, 72(6), 836–845.

Warschauer, M., Arada, K., and Zheng, (2010). Laptops and inspired writing. Journal of Adolescent and Adult Literacy, 54(3), 221–223

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