The relationship between technology integration reading instruction and reading achievement in high-performing campuses as reported by PEIMS and third grade classroom teachers in selected South Texas school districts
Hilaria Bauer, Texas A&M University, United States
Texas A&M University . Awarded
The purpose of this study was to investigate how the implementation of technology in the classroom impacts third grade readers with high reading scores in the Texas Assessment of Knowledge and Skills (TAKS). The secondary purpose was to investigate the degree of teachers' technology integration in the third grade classroom, including the use of computers, to increase literacy levels and teachers' awareness of the overlap between the state's reading and technology standards. The population of this study included 100 teachers from high-performing campuses in the following South Texas independent school districts: Brownsville, McAllen, and Pharr-San Juan-Alamo. Quantitative correlational techniques were used to address the purpose of the study.
The following are the major findings of this study: (1) There was a positive relationship between the teacher skill level and the level of technology integration in the classroom across all 60 respondents, leading to the conclusion that the districts are experiencing a developmental progression in teachers' acquisition of knowledge and fluency regarding technology skills and technology integration in the classroom. (2) The data revealed that teachers use technology more frequently to do administrative record keeping and to communicate with other colleagues rather than for direct classroom integration, such as lesson design, instruction enhancement, and communication with students and parents. (3) Participants' responses provided some possible explanations for the status of technology use across districts, listing as possible reasons lack of time for professional development in a variety of applications and for teachers to preview different kinds of software. They also mentioned lack of access to computer connectivity provided by school/district, peripherals and software, and other technology, and lack of technology support available to teachers in the classroom. (4) Teachers are familiar with the state's technology standards and are gradually making efforts to integrate technology while they teach the state standards. The study concluded by presenting a series of recommendations to improve teachers' technology skill levels and the level of technology integration in the classrooms. The findings of this study have implications for district-level decision-making and site-level considerations in the use of technology in the reading classrooms.
Bauer, H. The relationship between technology integration reading instruction and reading achievement in high-performing campuses as reported by PEIMS and third grade classroom teachers in selected South Texas school districts. Ph.D. thesis, Texas A&M University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com