Pixel International Conferences

In this study, primary students participated in a series of scaffolded learning activities through the use of an Interactive Whiteboard with a variety of Web Tools. Progress in student reading fluency was measured through direct observation, formal pre- and post- testing and the completion of a digital presentation using iPads.

All students were native English speakers who had previously learned Japanese hiragana characters and had some experience in reading individual characters and words. They participated in a variety of activities designed to increase fluency in reading words and sentences written in hiragana relating to transport and travel, primarily through the use of the Interactive Whiteboard, interactive Powerpoint presentations and Web Tools such as Triptico and BarryFunEnglish. They were then required to create their own presentation using the iPad app, Tellagami.

Over the course of this study, students showed significant improvement in their reading skill development.  Improvements were evident in all aspects of reading skill development including individual character, whole word and sentence recognition. However, students showed significantly greater improvement in whole word and sentence recognition than in individual characters. Pre- and post- testing demonstrated significant progress in the students’ reading skills, with a remarkable increase in the number of students who attained a perfect score in reading whole sentences - from 8% to 58% of the cohort.

Student reflections suggested that teaching whole word recognition using the Interactive Whiteboard was much more effective than individual character drills. In addition, while the scaffolding of ICT activities, in the form of IWB and iPads, was a major focus, some of the most effective student learning resulted from sharing sessions with the Interactive Whiteboard as a medium through which students discussed reading strategies.

One most interesting finding in this study was that the expected increase in speed of reading to suggest improved fluency did not correlate to the increased vocabulary knowledge or reading skill development. Rather, the students reading speed decreased as they relied more on their reading skills and less on rote learning, memory and guessing.

Overall, this project revealed the value of chunking, the importance of student sharing strategies, and the need to merge both ICT and effective teaching strategies into each learning activity. While the use of ICT was an engaging methodology, it also proved to be an effective means of presenting and sharing information, of reinforcing word recognition and word/sentence order and providing a means to publicly demonstrate all aspects of Japanese character reading in a clear and tangible way which was accessible for all students. In addition, by allowing students to share their own learning techniques and strategies through the medium of the Interactive Whiteboard, they become more empowered, confident and engaged learners.