How might technology assist in equipping low-income parents with tools and information to help their children meet developmental milestones and read on grade level by the end of third grade? In 2012, the Joan Ganz Cooney Center and the New America Foundation are partnering to produce a scan of new technologies that are available to educators, parents and young children that may have some bearing on early literacy achievement. One motivating force behind the project is the importance of the context in which technologies are used and the extent to which digital media may or may not prompt parents to engage in language-rich conversations with their children. The project is proceeding on two tracks. We are scanning and analyzing products (apps, ebooks, games and websites) that companies are marketing as literacy-focused. And we are seeking out examples of models, interventions and programs that employ technology in reaching educators, parents and/or children, particularly those in disadvantaged circumstances. This slideshow presents some early findings from our scans of the marketplace and interviews with leaders in early literacy programs around the country. The second stage of our project, to come this fall, is a published analysis with expanded materials available online for wider national dissemination.

1. Early literacy and technology
Scanning the Landscape
JOAN GANZ COONEY CENTER &
NEW AMERICA FOUNDATION
THE GRADE LEVEL READING CAMPAIGN
JUNE 2012

2. Key research issues
Can well-deployed technology help equip low-
income parents and teachers with the tools and
information they need to promote children’s reading?
Also:
 How is technology used by teachers in early
education?
 What helps bridge informal and formal uses?
 Can technology have a positive impact on the
three GLR pillars?

3. Why examine the potential of today’s technology?
Depending on content and context, digital media
have been shown to spark learning.
Technology is now a big part of children’s lives.
But access and use varies…
…which may exacerbate already wide achievement
gaps.

4. Flickr.com/El
aine and
Scott van
der Chijs
courtesy
Creative
Commons
license
In search of ‘learning together’ moments

5. Joint engagement
Could developers and educators encourage families
to watch, talk about and play with digital media
together? If so, this could prompt more back-and-
forth conversation — a cornerstone of children’s
language development and later reading skills.
Photo from
flickr.com/TimWilson
Creative Commons
License

6. Research and design for learning
together in a digital age
Lori Takeuchi
And Reed Stevens

7. Studies show…
The value of
Reciprocal social
interaction
Verbal interactions
Engagement and joint
attention
Via media

8. The field of early ed is recognizing
technology’s emergence
Two of several points in the
NAEYC statement:
Digital literacy is essential
to guiding early childhood
educators and parents in
the selection, use,
integration, and evaluation
of technology and
interactive media.
Early childhood educators
need training, professional
development opportunities,
and examples of successful
practice ...

9. Digital media are part of preschoolers’ lives
100%
White
80% Black
66%
59% 61%
60% 52% 51%
Hispanic
46% 48% 50%
40% 41% 39% 40% 40%
40% 35%
26%
20%
0%
Play Video Play Video Use an Watch Video Watch Videos
Games on a Games on a iPod/MP3 on Demand on a
Console Handheld Player Handheld
Device Device
SOURCE: Always Connected, JGCC, 2011 (2009 data).

10. Screentime: Up by ~ 1/3 in the past six years
Minutes spent per day among 6 mo – 6 yr olds
140
120
Other apps on
100 cell, ipod, iPad
Other computer
80 activities
60 Playing media games
40 Watching TV, DVDs, or
videos
20
0
2005 2011
*2011 results reflect answers to the use of apps, iPod and iPads across all four types of activities. In 2005, apps did
not exist and were not part of the survey.
SOURCE: Common Sense Media, 2011; Kaiser Family Foundation, 2005.

11. Digital access gaps persist
77% of households
have a computer
and 68% have
access to
broadband.
Of those with no
broadband
access, 20% rely on
libraries and 12%
on other people’s
houses. (ESA & NTIA, 2011). Photo from Flickr.com by
Fiona Bradley; Creative
Commons license

12. Low-income families less likely to have latest
tech or to use apps
60% 55%
Children from low-income 50%
households use apps and
40%
mobile devices less
frequently than children 30%
22%
from high-income 20%
households (Common Sense
Media, 2011). 10%
0%
Low-Income High-Income
Households Households

13. A swelling marketplace
Apps in iTunes Store
Over 80% of top
700000
selling paid apps in
600000
the Education
Category target 500000
children; of 400000
those, 72% target 300000
preschool aged 200000
children (JGCC 2012). 100000
0
July July June June June
2008 2009 2010 2011 2012
Source: I48apps.biz; About.com

14. Feeling a little like the Wild West
TarynMarie on Flickr via
Creative Commons
license
Thomas Hawk and Thom Ross on Flickr via Creative Commons license

15. Our scan of the landscape
Products Programs
Apps
Teacher training
E-books
models
Games
Curricula/
Web sites
resources
Parent outreach
and education

16. So far, technology development appears to
cluster around four approaches
Promoting Building Improving
Reinforcing the
personal background
basic skills workforce
connection knowledge
App games Professional
Social that test Video field dev hubs /
networking phonics trips online
knowledge courses
Better, on-
Children’s
Texting via Flashcards demand
literature
mobile for sight access to
available as
device words curricular
ebooks
materials

17. Targeting three different audiences
Child
Educator Parent

18. Product Scan
APRIL 2012

19. The data (April 2012)
Apps
Top 20 paid “educational literacy” apps in iTunes
Top 20 free “educational literacy” apps in iTunes
Top 20 paid “educational literacy” apps in Android
Top 20 free “educational literacy“ apps in Android
E-Books
Top 20 featured e-books for kids on iTunes*
Games
Reviewed “educational literacy” games on Common
Sense Media for kids ages 2-8, released 2007-2012; n=17
Websites
Top 20 reviewed “educational literacy” websites on
Common Sense Media; must include content for kids.

20. Definition of literacy-focused
The products had to target one or more of the
following areas associated with literacy:
Print concepts
Letters and letter-sounds
Phonics with word recognition
Letter Writing
Sight Words
Spelling
Vocabulary
Comprehension
Understand and tell stories
Grammar

21. Definition of literacy-focused
The products had to target one or more of the
following areas associated with literacy:
Print concepts
Letters and letter-sounds
Phonics with word recognition
Letter Writing
Sight Words
Spelling
Vocabulary
Comprehension
Understand and tell stories
Grammar

22. Target age groups
We only looked at products targeting 0-8.
Early
Preschool Elementary
0-2 Apps, E- Apps, Games, We
books, Website bsites
s

23. App examples
 Phonics

24. App examples
 Understand
and tell
stories

25. App examples
 Comprehension

26. iTunes paid market has the highest
concentration of kids’ literacy apps
Percent of top educational apps targeting literacy for kids
100%
80%
60% 48%
40%
17%
20% 11% 9%
0%
iTunes Paid Android Paid iTunes Free Android Free
This is a dramatic increase from about a year ago.
In July, 2011 only 5% of top iTunes paid apps targeted
literacy (JGCC, iLearn, 2012 and 2011).

27. Most of the apps target very early literacy skills
100% iTunes Paid
80% Android Paid
60% iTunes Free
40% Android Free
20%
0%

28. Websites target larger range of literacy skills
Percent of Websites Targeting These Areas of Literacy
100%
78%
80% 67%
60% 50%
39% 44% 44%
40%
20% 11% 11% 11% 11%
0%
0%
• ** 2 websites were excluded because we did not have a subscription.
• 45% of web sites we scanned target more than just literacy

29. E-books
 Extraneous ―hot spots‖
can impede the
traditional reading
process for parents and
children and may affect
children’s
comprehension. (JGCC, 2012).
 Parents are reading e-
books with their young
children, based on
survey of 1200 middle Photo by JGCC Research
Team
class parents with child
age 2 to 6 (JGCC, 2012).

30. E-books offer many types of features….
Narration 95% … but many are not features to
Hotspots 75%
Word/picture labels 15%
enhance literacy learning.
Dictionary 5%
Games/Activities 65%
 Almost all include narration, but
Literacy activities 25% only half highlight the text.
Music/sounds 60%  Most include interactive
Text Highlighting 50% features that are not literacy
Animation 50% oriented.
Tilt/shake/turn device 30%
Record Own Voice 25%
Different Languages 25%
Parent Involvement 20%
Rewards 15%
Social Sharing 10%
3D effects 10%
Camera 5%
Photo by JGCC Research

31. Games
Websites

32. Websites target larger range of literacy skills
Percent of Websites Targeting These Areas of Literacy
100%
78%
80% 67%
60% 50%
39% 44% 44%
40%
20% 11% 11% 11% 11%
0%
0%
• ** 2 websites were excluded because we did not have a subscription.
• 45% of web sites we scanned target more than just literacy

33. Program Scan
April 2012 - Ongoing

34. The interviews (Spring 2012 -)

35. Models aimed at educators
Children’s Literacy Initiative’s forthcoming
Compass project
Will include free video library of strategies for
teachers (how to engage children in
books, how to use dialogic reading techniques)
Funded with i3 grant
Cradling Literacy
 Home visiting pilot in Kentucky
 Professional development via DVDs
DigiTxt
E-Tech Ohio Teacher Planning Grant
For K-2 teachers and leaders, learning how to
incorporate e-texts in language & literacy
instruction

36. Is there enough focus on parents?
 Parents prefer participating in
activities with their kids that
involve older media –
watching TV (89%), reading
books, (79%), playing board
games (73%) (JGCC, 2011).
 Parents think that computer-
based activities are most
valuable for young children’s Photo by JGCC Research
learning (JGCC, 2011).
Team
On the power of video: “Providing that visual, seeing and hearing, and
having parents see parents who they can relate to… that can make for
some of those „aha‟ moments where change can begin to happen.”
-- Kathleen Strader, Zero to Three

37. Trying to reach parents
Wonderopolis
 National Center for Family Literacy
 „Wonder of the Day‟ for
language/cognitive development
Ele, by the Fred Rogers Center
 Early learning environment for home-
based caregivers, including parents
 “Library and playroom”
 Create “playlists” of activities
Comienza en Casa
 Migrant family literacy in Maine
 iPads + offline „play-based‟
language activities
Bonnie Blagojevic for Comienza en Casa in Maine

38. Going mobile! Cross-generational potential to
reach parents
Text4Baby
 Health information for new moms.
Not literacy focused, but an
example of wide adoption of
continuous outreach to parents via
mobile phones.
Learning Letters with Elmo
 Project with Sesame Workshop.
Goal: To encourage parents to
engage their children in daily
literacy activities using cell phones
to deliver the media.

39. Child
Teacher Parent

40. Cross-setting: Building bridges across key
audiences
WGBH creating ―digital hub‖ as part of Massachusetts’
Race to the Top – Early Learning Challenge grant
Resources for parents of children 0-5 yrs old
Resources for home- and center-based teachers
Games and videos for kids that focus on early
literacy plus STEM and social-emotional skills
Virtual Pre-K –started in Chicago using PBS resources
Sesame Learning (In pilot phase in Colorado, New
York and Georgia)

41. Next steps for national, state and local level
initiatives: How is technology being used?
 State/Local Reading Campaigns
 Reach Out and Read
 Jumpstart
 RIF and First Book Models
 Raising a Reader
 Reading Connection
 Home Visiting Models
 Key Websites

42. Potential for private-public partnerships:
federal competitions?
Race to the Innovative
Investing in Striving
Top - Early Approaches
Innovation Readers
Learning to Literacy
Challenge
Institute for Small Institute
Ready to
Museum & Business of
Learn
Library Innovation Education
Services Research Sciences

43. Initial recommendations for GLR stakeholders
 Homestead the Wild West. Identify educationally robust
models and products for parents and educators.
 Conduct community audits. Assess disparities in access and
capacity to deploy technology for literacy outreach.
 Pioneer an approach to digital literacy in the early years.
Create public engagement initiatives on the need for critical
thinking about media.
 Create a place in every community where parents and
educators can experiment with media as a springboard to
early literacy.
 Support sound research on how both technology content and
contexts are affecting reading development.
 Create partnerships for innovation. Stimulate collaboration
among tech industry, educators, parents and community
institutions such as schools, libraries and universities.

44. Contact us
joanganzcooneycenter.org
Facebook.com/cooneycenter
twitter.com/cooneycenter
earlyed.newamerica.net
facebook.com/newamerica
twitter.com/edpolicyatNAF