Kindergarten through Third Grade Classroom Teachers’ Use of Technology to Support All Students’ Reading Development
| dc.contributor.advisor | Ricks-Doneen, Julie | |
| dc.contributor.author | Hadadi, Fatem Ali E | |
| dc.contributor.other | Ruegg, Erica | |
| dc.contributor.other | Lauer, Nicholas | |
| dc.contributor.other | Smith, Julia | |
| dc.date.accessioned | 2024-10-11T18:08:24Z | |
| dc.date.available | 2024-10-11T18:08:24Z | |
| dc.date.issued | 2024-01-01 | |
| dc.description.abstract | This study provides important insights about the dynamic landscape of technology integration in early childhood education, particularly its role in supporting reading development among students in kindergarten through third grade. The research methodology adopted for this study was a mixed-method approach, incorporating both quantitative and qualitative research methods. Quantitative data were collected through a survey distributed to K-3 teachers, while qualitative data were gathered through semi- structured interviews with selected participants. All eight participants had experience teaching struggling readers and students with Individualized Education Programs (IEPs), and the majority (75) had experience teaching students with IEPs specifically for reading skills. The study also found that all participants used technology in their classrooms to develop students reading skills, with varying degrees of intensity. The qualitative findings revealed six major themes, including personalization and differentiation, engagement and motivation, balance between technology and traditional methods, resources and professional development, accessibility and practicality, and support for diverse learners. The participants of this study emphasized the importance of technology in providing personalized learning experiences, promoting engagement and motivation, and enhancing reading instruction. However, they also expressed concerns about the limitations of technology, the need for balanced instruction, and the importance of professional development. The quantitative findings highlight the prevalence of technology use in reading instruction, while the qualitative findings provide insights into the complexities of technology integration. The findings also highlight the importance of professional development, resources, and accessibility in ensuring equitable opportunities for all students, which has implications for policy, practice, and future research. | |
| dc.identifier.uri | https://hdl.handle.net/10323/18328 | |
| dc.relation.department | Human Development and Child Studies | |
| dc.subject | Professional development | |
| dc.subject | Reading development | |
| dc.subject | Reading instructions | |
| dc.subject | Technology | |
| dc.title | Kindergarten through Third Grade Classroom Teachers’ Use of Technology to Support All Students’ Reading Development |
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