The implementation of technology in reading classrooms and the impact of technology integration and student perceptions on reading achievement
Jacqueline M. Ferguson, Texas A&M University - Commerce, United States
Texas A&M University - Commerce . Awarded
The purpose of this study was to observe the integration of technology in reading classrooms. The study then examined the impact of students' perceptions and the implementation of technology on student reading achievement during a one-year period. Fourth, fifth and sixth grade students and their teachers from four elementary schools that serviced military children in Europe participated in the study. First the teachers were interviewed to provide background information about the reading instruction the students were receiving. Second, the students were interviewed about their perceptions of reading, reading instruction and technology. The final qualitative element was classroom observations. The observations were analyzed as to the manner in which technology was integrated, as well as the students' interactions within the classroom.
Quantitative data was also selected to support the qualitative findings. Pre and post assessments of the Scholastic Reading Inventory and the TerraNova 2nd Edition were used to measure the students' growth in reading achievement. The students were then placed into categories based on their growth in reading achievement for both measures. Student interview and observation data for each category were then evaluated for consistencies within the group that may have influenced the students' reading growth. The analysis indicated that students with the greatest amount of growth in reading were given small group explicit comprehension instruction, time for independent reading and systematic integration of technology designed to scaffold for struggling readers. Those students who experienced the greatest growth in reading also viewed themselves as successful readers, had positive perspectives towards reading and collaborated with peers in the classroom.
This study observed the implementation of technology into reading instruction in various forms with many interacting factors. Further research is necessary to continue to define how such classroom factors influence technology integration, reading achievement, and the pedagogy necessary to optimize technology's use in the reading classroom.
Ferguson, J.M. The implementation of technology in reading classrooms and the impact of technology integration and student perceptions on reading achievement. Ph.D. thesis, Texas A&M University - Commerce.
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