Integrating Meaningful Technologies with Literacy Instruction
A Case Study of the Beliefs and Instructional Practices of Two Exemplary 1st and 2nd Grade Teachers
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The purpose of this study was to investigate the beliefs and instructional practices of two exemplary primary grade teachers as they integrated technology into daily literacy instruction. In addition, this study sought to expand the knowledge base for integrating technology with literacy instruction in the primary grades and to provide exemplary models for those teachers wishing to effectively integrate language arts with technology into their own daily practice. Three themes emerged from the data for this study, which were engagement with technology, collaboration/team building, and technolog...
The purpose of this study was to investigate the beliefs and instructional practices of two exemplary primary grade teachers as they integrated technology into daily literacy instruction. In addition, this study sought to expand the knowledge base for integrating technology with literacy instruction in the primary grades and to provide exemplary models for those teachers wishing to effectively integrate language arts with technology into their own daily practice. Three themes emerged from the data for this study, which were engagement with technology, collaboration/team building, and technology-centered discussion. The grounded theory derived from the data in this study was: Technology can be a medium for fostering oral language development and motivation in primary grade classrooms when conducted in a collaborative, supportive environment.
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