What tools on the device should students use and when are they introduced? Showing how to use every tool at once can be over-whelming to students, so tools should be intro-duced at different times. Students will need demonstrations on the features of an e-reader and how to use the device. This will take some class time, but if teachers use a visual presenter, a device to project the screen large enough for the whole class to view, then students can easily see and immediately try out the features themselves or with a partner (Larson, 2012).
What procedures should be in place regarding e-readers in the classroom? There are many considerations when it comes to e-reader management. Some include:
- Do the e-readers need to be shared?
- How are they checked out?
- How are wanted books uploaded to the e-reader?
- If books need to be purchased, what funds will be used?
- Are students allowed to check out e-readers and take them home?
- If e-readers are shared, how will students manage notes between those who are sharing?
- If students are sharing e-readers, can they interact or respond to other students' notes and comments?
What if I do not have a full set of e-readers for our classroom? Bennett (2011) suggests using them in a reading center or having students read as partners or in groups of three. You could also rotate the e-reader user, so all students have an opportunity to use them over time. Some students may already own these devices, so allowing them to use their personal device is another option.
How can I manage my classroom with e-readers? Teachers must monitor student use of the e-readers (Larson, 2010), as they would do with independent reading in the classroom. Technology is most effective when teachers monitor and guide its use (Weber & Cavanaugh, 2006).
Conclusion
So are print books destined for antique stores? Do not count on it yet. The Pew Research Center (Rainie et al., 2012) conducted a survey of nearly 3,000 Americans aged 16 and older and found that even though four times as many people reported reading an e-book between 2009 and 2011, 84% of readers were still reading print books when they read to children or shared books with others.
Because of the positives shown in recent research and the use of e-books in my (Keri's)own classroom, we do believe that e-readers are the future of reading instruction. However, we are not ready to completely stop using traditional books. Even though there are many benefits to reading with e-readers, which we have discussed throughout this article, students need to be taught how to be successful readers, no matter the platform.
Further research should be carried out on the long-term effects of reading instruction utilizing e-readers and the potential detrimental effects of using e-readers on very young children who are just beginning to learn to read. This call can be challenging because technology often changes before data can be assessed.
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Karen Kindle is an assistant professor in Curriculum and Instruction at the University of South Dakota. Her primary teaching interests include literacy and the ELL population. She focuses her research primarily on vocabulary development, early literacy development, and teacher education.
Keri Tisher is a first grade teacher in Watertown, SD. She serves as a district technology coach and has served as a reading coach. She has a masters in educational technology and a reading specialist degree. She is currently working on a doctorate in curriculum and instruction from the University of South Dakota in Vermillion, SD.
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