Teacher beliefs about utilizing instructional technology to enhance reading instruction in the early childhood classroom
Marybeth Green, Pam Clancy, Linda Challoo, Texas A&M Kingsville, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teachers in early childhood classrooms are increasingly grappling with how integrating instructional technology can enhance the reading instruction they provide. The early childhood classroom, grades pre-kindergarten to third grade, is a place where the foundations of lifelong reading enjoyment take place. Technology is able to assist the teacher and students make reading success a reality. Deciding if technology is useful in the teaching of reading and where to use technology in reading instruction can be difficult questions for the already busy teacher to answer. This report analyzes teachers’ views on what reading skills are best taught by technology It also examines how teachers in the early childhood classroom are integrating technology into their reading programs. This report also seeks to appraise what barriers teachers face as the attempt to integrate technology into their classrooms.
Green, M., Clancy, P. & Challoo, L. (2012). Teacher beliefs about utilizing instructional technology to enhance reading instruction in the early childhood classroom. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1811-1816). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).