Working Inside Social Networking Spaces: Making Sense of Participant Conversation?

By John Hunt and Anne Drabble.

Published by The International Journal of Technologies in Learning

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Children who are considered to be at risk of school failure often have difficulty learning to read (Loeb, Gillam, Hoffman, Brandel, and Marquis, 2009). Berg and Stegelman (2003) reported “the acquisition of phonemic awareness is the result of instruction, and not age or maturation” (p. 49–50). There is a strong relationship between phonemic awareness and reading achievement (Yopp, 1991). This study demonstrated that using read aloud strategies had a positive impact on motivation and learning, developing phonemic awareness, and fostering reading abilities and interest in Hispanic pre-kindergarten students along the Texas-Mexico border. Read aloud strategies were consistently used over a five-month period with twenty-four (24) Hispanic pre-kindergarten students. The findings indicated that their reading abilities, motivation, and interest improved significantly. The twenty-four students were able to reach a higher level of phonemic awareness in language, a strong pre-requisite for success in future reading achievement. Moreover, students were highly motivated to participate in reading activities and began to see themselves as readers.

Keywords: Social Network Spaces, Peer Review, Online Conversations, Ning

International Journal of Technologies in Learning, Volume 19, Issue 2, pp.21-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 348.185KB).

John Hunt

Lecturer in Education, Faculty of Science, Health and Education, University of the Sunshine Coast, Sippy Downs, Queensland, Australia

Mr. John Hunt lectures in Education at the University of the Sunshine Coast. John is interested in the pedagogies associated with the use of ICT and is working towards a notion he calls IC2T: Information, Communication and Collaboration Technology. John has an interest in Indigenous learning and is presently working with an Indigenous community school in the gulf region of Queensland to grow participation in schooling, literacy and numeracy standards. This work is mediated through the use of IC2T.

Dr. Anne Drabble

Senior Lecturer, School of Science and Education, Faculty of Science, Health and Education, University of the Sunshine Coast, Ashgrove, Queensland, Australia

Anne is a Senior Lecturer in Early Childhood Education with the School of Science, Health and Education at the University of the Sunshine Coast, Queensland, Australia. She has a keen interest in literacy and language development for Indigenous children and children from diverse backgrounds.