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Effective K--2 teachers' use of technology to support emergent literacy
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|Title:||Effective K--2 teachers' use of technology to support emergent literacy|
|Authors:||Leslein-Yoshihiro, Pamela S.|
|Description:||Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.|
The study found that the four teachers used technology to reinforce previously learned reading and writing skills throughout the school day. The teachers each allowed restricted, monitored Internet use to practice skills, and gather and share information. Digital photography was used to document classroom activities and as a means of illustrating narration. Each setting offered computer use during free-choice periods; however, teachers in multi-grades K-1 implemented less structured activities than those in multi-grades 1-2. Teachers adjusted technology use to the development of their students, indicating the importance of teachers' learning theories in decision-making. Technology use was strongly supported by administration through supplying access to current devices and programs, offering workshops, full-time support staff, and a community of colleagues who openly shared perspectives and appropriate lessons.
This research is a qualitative multiple case study of the use of technology in two multi-grade K-1 and two multi-grade 1-2 private-school classrooms in Honolulu, Hawaii. It investigated how each teacher's pedagogical perspective affected the use of technology in the literacy curriculum, examined how the teachers implemented technology as well as the support system currently in place for such use, and evaluated the similarities and differences among the participants. The findings were based on interviews, document reviews, and classroom observations. Classrooms were chosen based on the teachers' fulfillment of Pressley's model of exemplary teachers.
Includes bibliographical references (leaves186-194).
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|Appears in Collections:||
Ph.D. - Education|
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