Date Approved

4-24-2019

Embargo Period

4-29-2019

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Madden, Marjorie

Second Advisor

Browne, Susan

Third Advisor

Lee, Valarie

Subject(s)

Educational technology; Language arts (Elementary)

Disciplines

Language and Literacy Education

Abstract

Technology is ingrained in almost every part of our culture, affecting the way we live, work, play, and learn. Most careers in this day and age require professionals to be proficient in the new literacies of 21st-century technologies. Thus, it only makes sense that technology be used in classrooms with even our youngest learners to help prepare our students to be successful in their futures. This research explores what happens when technology is integrated into the literacy curriculum within a first grade classroom. To this end, technology was integrated into a multitude of literacy lessons and classroom routines. Results revealed that the use of technology can have a positive effect of student motivation and engagement as well as overall classroom productivity. Results also showed that technology led to deeper meaning-making among students and helped to foster a student-centered learning environment in which students' confidence with technology motivated them to take on leadership roles. Overall, the findings from this study are consistent with current research and advance the understanding that technology can aid in producing positive learning outcomes when employed appropriately and meaningfully by teachers and students.

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