Position+Paper


 * POSITION PAPER: Improving Literacy Rates from K-12 through the use of electronic learning **

This position paper is presented to the Nova Scotia Department of Education. It argues in favour of the need to incorporate electronic learning into the classroom to increase literacy rates from K to 12.


 * How this issue/problem manifests itself. **

Illiteracy is a concern in Canada and has prompted Canadians to evaluate the education system (Council of Ministers of Education and Canadian Education Association, 2004). Bjarnason (2006) and the Canadian Education Association (2004) reported almost half of Canadians are functionally illiterate, meaning they do not have adequate reading and writing skills to complete daily routines.

The most likely Canadians to have poor literacy skills are Aboriginals and people whose first language is not English or French (Canadian Education Association, 2004). The Canadian Education Association reported one in five Canadians first language is not English or French. Individuals whose first language is not English are literate in their native language, but they have difficulty becoming literate in the “official languages increas[ing] their risk of social and economic exclusion, poverty and poor health” (Canadian Education Association, p. 4).

The Canadian Education Association (2004) identified individuals living in rural areas to be more likely to have lower literacy skills than individuals in urban areas due to lack of educational opportunities and resources. Traditionally jobs in rural areas are based on primary resources such as agriculture that do not require formal education (Canadian Education Association). The belief about education and literacy may be changing, becoming more desirable in rural areas as jobs based on primary resources are dwindling (Canadian Education Association).The relationship between poverty and literacy is very complex, but it has been reported that lower literacy levels are found among individuals that come from poorer backgrounds (Canadian Education Association).


 * How this problem can be solved **

The use of technology in K to 12 classrooms can improve students’ reading (Van Wyk and Louw, 2008; Zou, 2006) and writing skills (Zou; O'Neill, 2007; Drexler, Dawson, and Ferdig, 2007).

The integration of computer-assisted reading programmes can efficiently and effectively improve the reading skills of elementary (Van Wyk & Louw, 2008) and secondary students (Zou, 2006). Students enjoy using computers and therefore are more interested and engaged in reading from the computer than reading from paper-based materials (Zou).

According to Van Wyk and Louw (2008) students’ reading speed and comprehension improved through the integration of computers. Reading from computer programmes allows the reading level to easily be adjusted to the student’s ability and the learner can begin to cope and comprehend the material (Van Wyk & Louw). The students are motivated by their success and their attitude towards reading improves (Van Wyk & Louw). The programmes offer immediate feedback, immediately correcting the student and offering the correct response (Van Wyk & Louw; Yousefzadeh, 2010). The computer has the ability to keep visible score of the students’ progress and this is another good motivator (Van Wyk & Louw).

Literacy skills tend to be lower among students that come from poorer backgrounds (Canadian Education Association, 2004). Van Wyk and Louw (2008) found computer-assisted reading programmes to improve reading skills for elementary students from low to middle income families. Shamir, Korat, and Barbi (2008) also focused on students from low socioeconomic status and found similar results.

The integration of technology into the K-12 classroom can also improve literacy among learners of English as a second language (BAŞ & Kuzucu, 2009; Lai, Tsai & Yu, 2009; Tohidian, 2007). Learners of English as a second language are the most likely group of people to be illiterate in English in Canada (Canadian Education Association, 2004). BAŞ et al.; Lai et al. and Tohidian have found the integration of Computer Assisted Language Learning (CALL) to be more successful for learning English as a second language than traditional language learning methods (BAŞ & Kuzucu). Students are able to receive instruction, repeat drills, and the computer acts as a personal tutor ( Tohidian; Lai, Tsai & Yu, 2009) by providing immediate feedback to the learner's responses ( Yousefzadeh, 2010; Lai et al). CALL results in higher achievement levels and more positive attitudes toward learning English (BAŞ & Kuzucu ; Tohidian). It creates motivation to learn and improves literacy (Tohidian).

Students also enjoy and benefit from writing using the computer because it is easier for them to modify the structure and reorganize their writing, check mistakes in spelling and punctuation (Zou, 2006). Zou also found that computers allow students to have more pride and confidence in their final product.

Online collaboration can also improve writing skills (Drexler, Dawson, & Ferdig, 2007; O'Neill, 2007; Zou, 2006). Drexler et a. found grade three students that participated in online collaboration with preservice teachers improved their writing (Drexler et al.) Providing students with feedback and editing is a necessary step in the writing process and it is often challenging for teachers to conference with each individual student. Online collaboration enabled each student to receive individual feedback on their written work and this encouraged them to write and improve their writing (Drexler et al.; O'Neill). Drexler et al. found it was not the technology itself that caused the improvement, but the individual feedback itself. This finding is significant in the sense that the novelty of technology may fade as students grow up in a digital world (Drexler et al.). Online collaboration can allow students from one school to collaborate with students from another school or in another country and potentially write together, rewrite and rearrange the writing online (Zou, 2006). Students become more engaged in writing because they can share their writing electronically with others (O'Neill, 2007; Zou).

All Canadians have the right to an education that leads to literacy and steps must be taken can create a fully and equitably literate society. (Canadian Education Association, 2004). Since computer-assisted programmes improve reading and writing skills among students K-12, we should incorporate them into the classroom (Van Wyk & Louw, 2008).


 * Works cited **

BAŞ, G., & Kuzucu, O. (2009). Effects of CALL method and dyned language programme on students’ achievement levels and attitudes towards the lesson in English classes. //The International Journal of Distance Learning//, (6)7.

Bjarnason, D. (2006, May 24). Canada’s Shame,//The National.// Retrieved from []

Council of Ministers of Education, Canada: Literacy. (n.d.). Retrieved from []

Drexler, W., Dawson, K., & Ferdig, R.E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. //Electronic Journal for the Integration of Technology in Education//, (6), 140-160.

Lai, Y.S., Tsai, H.H., & Yu, P.T. (2009). A multimedia English learning system using HMMs to improve phonemic awareness for English learning. // Educational Technology & Society //, 12(3), 266–281.

[|O'Neill], J. E. (2007). Implementing international virtual elementary classroom activities for public school students in the U.S. and Korea. //International Journal of Emerging Technologies in Learning,// (5)3, 207-218.

Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. //Computers & Education, 51//, 354-367.

The promise and problem of literacy for Canada: An agenda for action. In //Canadian Education Association//. (2004). Retrieved from [|http://www.cea-] ace.ca/sites/default/files/cea-2004-literacy-for-canada.pdf

Tohidian, I. (2007). Is there any relationship between motivation as an advantage of computer assisted language learning (CALL) and second language acquisition (SLA)? //The International Journal of Distance Learning//, (4)11.

 [|Van Wyk], G., [|& Louw] , A. (2008). [|Technology‑assisted reading for improving reading skills for young South African learners]. //Electronic Journal of e- learning,// (6)3, 245-254.

Yousefzadeh, M. (2010). Computer–based feedback vs. instructor– provided feedback and second language learners' reading comprehension – computer improved comprehension. //The International Journal of Distance Learning//, (7)7.

Zou, B. (2006). An investigation of using the computer for reading and writing in the English classroom in secondary schools in the UK, International Journal of Emerging Technologies in Learning, (1)3, 1-6.