{'fraction_non_alphanumeric': 0.03679605115548575, 'fraction_numerical': 0.017500560915413955, 'mean_word_length': 5.508029197080292, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 2, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Constructivism in Practice: The Potential of Ubiquitous, “Low-Tech” Audio Devices for Literacy Development in the 21st Century

In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants‘ oral reading fluency scores improved along with the students‘ confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills. The 21st century skills agenda is the latest iteration of recommendations from government, business, and educator consortia, outlining basic competencies such as critical thinking and problem solving, communication and collaboration, creativity and innovation, etc., (Partnership for 21 st Century Skills, 2000). Some of this framework is familiar to readers of previous reports from as far back as the Nation at Risk (U.S. DOE, 1983), or Scans 2000 (U.S. Dept. of Labor, 1991). Unlike the previous skills agendas, the current framework clearly identifies the need for competencies related to information, communication, and technology (ICT) literacy. Demonstrating literacy in ICT means being able to: (a) Use technology as a tool to research, organize, evaluate and communicate information, (b) Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy, and (c) Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (Partnership for 21 st Century Skills, 2000). The cultivation of the aforementioned 21 st century technology skills should be informed by past research on the so-called ―second digital divide‖, referring to disparities in online resources and expertise, to accomplish skill development. The ―second digital divide‖ departs from the dichotomous view of the ―first digital divide‖–having access or not having access to the Internet–and broadens the concept to include disparities in type of use, extent of use, and ―the additional resources that allow people to use technology well‖ (Hargittai, 2001; U.S. Dept. of Commerce, 1983; Warschauer, 2002, p. 4). This broader view of digital inequity addresses the different experiences students have using digital technologies based on their race, socio-economic status, ability, school location, teacher or other mediating social factors (i.e. friends, family, others). In consideration of new skills and new literacies that all students need for successful lives in this century, teachers are challenged with the need to incorporate various technologies into their classrooms, to further support students' interests and prepare them for their futures, even as school budgets get reduced. The current study addresses the challenge of resource inequity and ICT skill disparity by 1 Jablonski: Constructivism in Practice: The Potential of Ubiquitous, “Low-Tec Published by PDXScholar, 2011 158 NORTHWEST PASSAGE, 9(2) using low-cost, but utilitarian MP3 audio devices with the goal of developing reading fluency in elementary school children. Virtually all students have access to an MP3 device, or other audio player. Between 2004 and 2009 ownership of MP3 players in the 8-18 year old age group has exploded from 18% to 76% and if CD players in homes are included, virtually all students have access to some type of audio player (Rideout, Foehr, & Roberts, 2010). The position here is that re-thinking the uses of this ubiquitous device can foster authentic and personalized learning–two features of 21 st century learning–and promote multiple literacies. Students (and their teachers) are not only exposed to more literature resources, but by locating free audiobooks on the Internet, downloading them, transferring those files to the audio device, and sharing and managing multiple files over time, they are developing their technological acumen in the digital age.