You are here:

Evaluating the Roles of Technology in the Global Read Aloud Project


Computers in the Schools Volume 34, Number 4, ISSN 0738-0569


Computer applications readily available to many of today's teachers and students offer new possibilities for teaching and learning. One example of this can be found in the Global Read Aloud (GRA) project. Since its 2010 creation, more than one million PK-12 students from at least 60 countries have reportedly participated in the GRA, an annual project that connects classrooms in the discussion of common books. This descriptive study aimed to explore the roles of technology in the GRA. An anonymous online survey was completed by 516 educators who participated in the 2015 GRA. Teachers and students used a variety of synchronous and asynchronous technologies during the GRA. Respondents indicated technology played important roles in supporting the teaching and learning that occurred during the project. Technology expanded how and with whom teachers could collaborate in designing GRA curriculum and instruction and broadened how and with whom students could read and discuss literature.


Carpenter, J.P. & Justice, J.E. (2017). Evaluating the Roles of Technology in the Global Read Aloud Project. Computers in the Schools, 34(4), 284-303. Retrieved February 21, 2020 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.