Online Reading Programs: Not a Magical Solution

There is a misconception that computerized reading programs are a quick and easy way to reading success. When using a new online or computer reading program or using that reading program for the first time, it takes a lot more preparation time, and instructional and technical skills, to be able to use an the reading program successfully. Some of these programs fail because there is the misconception that we, as teachers, just need to sit back and let the program do all the work and students will make great academic strides in reading achievement.

Maybe it's the way some of these programs are marketed. They mostly market themselves as being easy to use, time saving, and guaranteed success. I have yet to come across an educational computer program for reading, that emphasizes the skills necessary for the instructor to have in order to navigate the program effectively, and the various instructional methods that can or should be applied when using that software as an educational tool. In fact, we are led to believe that teachers are hardly necessary once students have access to these programs. Computer reading programs are not some magical solution for reading achievement.

So should schools not spend money on what usually turn out to be very expensive computer reading programs? The answer, I think, is that it depends. It depends on what the educational goals are. Will the computer program augment teaching and learning? Can they be used effectively? Is the school prepared to implement this kind of technology? Does the school have human and physical resources necessary to use the technology successfully?
(See the ISTE Essential Conditions)

It's important that we realize the role teacher play even when students use a computer reading program, and understand that technology is just one of the many tools that can be used in the classroom to affect learning. Philip and Garcia (2013) argue that we cannot forget about effective instructional practices and that "effective teachers are essential in differentiating, orchestrating, and negotiating students' individual and collective interests and capacities, whether technological or not, to support their academic and holistic growth over time" (p. 308).

Philip, T., & Garcia, A. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319. doi:10.17763/haer.83.2.w221368g1554u158

Comments

  1. Marissa GrayMarch 15, 2018 at 4:36 AM

    Hi Vashti,

    Awesome post! I find this very interesting, and you bring up a great point about how technological programs, like these computerized reading programs, are starting to take the place of teacher instruction. While I believe it can be beneficial for students to have access to these programs, I don't believe it is fair to let this take the place of actual teaching. Computer programs like this should be utilized as a resource and nothing more. I can see students practicing on a computer if they are required to take an exam or exams on a computer, however students still need direct in person teaching.

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    Replies
    1. VashtiApril 4, 2018 at 3:14 PM

      Hi Marissa,
      It is important for students to have direct contact with teachers. But I think more of what I didn't say is that, teachers should have carefully planned instructional designs in which the computer is simply the tool used to reach a certain learning objective. I think computer reading programs can be used effectively in this way. However, maybe because of the way the programs are market, or perhaps because of some preconceived notions, we tend to think that we do not need any particular plans for a lesson in which students will use a computer reading program. Part of the "ease of use" of these programs is that an instructor isn't really necessary. Students just need the computer and the program and everything (ie. positive learning outcomes) will flow from there.

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    2. UnknownApril 25, 2018 at 11:58 AM

      Greetings,

      Great article and blog! Reading programs online is still a topic of discussion in our data chats because some teachers do just what they are not-sit back and not monitor their students are the computer or misuse the computer for their unstructured classrooms. Our school is mainly using I-Ready and the students improving in reading are monitored and also rewarded by their teachers and the Literacy Coach. The students who do badly on the online reading programs are not been monitored, given feedback, acknowledged, and or rewarded by the teachers. When taught and used with fidelity, I know the online reading programs could be beneficial in the classrooms such as a rotating center as the teacher works in small groups.

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