You are here:

Integrating Literacy Practices in a One-to-One Elementary Science Class

, , , , University of North Carolina at Chapel Hill, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This poster details the theoretical frameworks and current progress of a one-to-one tablet initiative at an urban elementary school in the southeastern United States. Results of teacher interviews about literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. We look to extend the STEM and technology integration conversation to disciplinary literacy practices.


Freeman, E., Reyes, A., Dragnic-Cindric, D. & Anderson, J. (2016). Integrating Literacy Practices in a One-to-One Elementary Science Class. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1572-1577). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


View References & Citations Map


  1. Akins, A. & Akerson, V.L. (2002). Connecting science, social studies, and language arts: an interdisciplinary approach. Educational Action Research, 10(3), 479-498.
  2. Appleman, D. (2010). Adolescent literacy and the teaching of reading. Urbana, IL: National Council of Teachers of English.
  3. Bangert-Drowns, R., Hurley, M.M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.
  4. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
  5. Dew, T. & Teague, S. (2015). Using disciplinary literacy strategies to enhance student learning." Science Scope Feb. 2015: 33. Science in Context.
  6. Emerson, R.M., Fretz, R.I., & Shaw, L.L. (1995). Writing Ethnographic Fieldnotes (2nd ed.). Chicago: University of Chicago Press
  7. Hackney, S., & Newman, B. (2013). Using the rhetorical situation to inform literacy instruction and assessment across the disciplines. English Journal, 103(1), 60-65.
  8. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  9. Robb, L. (2003). Teaching reading in social studies, science, and math: Practical ways to weave comprehension strategies into your content area teaching. New York, NY: Scholastic, Inc.
  10. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
  11. Stake, R.E. (2006). Multiple case study analysis. New York, NY: Guilford.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact