Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Elish-Piper, Laurie

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Curriculum and Instruction

LCSH

Elementary education||Curriculum planning||Reading||Educational technology

Abstract

This qualitative study examined the perspectives of first-grade teachers on implementing instructional technology during literacy instruction. Four first-grade teachers were observed using instructional technology during their 90-minute reading block. Follow-up interviews revealed the teachers' perspectives of the contributing factors that influenced the teachers' decisions to implement instructional technology for literacy instruction. In this study, teachers identified barriers that played in their decisions as lack of technology support and training on technology tools and programs, limited collaboration with peers, and an absence of a technology curriculum or expectation guidelines. In addition, this study also revealed traditional literacy instruction was enhanced by teachers' use of instructional technology; teachers perceived high student engagement and motivation when using technology tools and programs; and teachers reported that familiar technology tools and programs provided instructional convenience. The findings support the literature regarding influences and barriers that contribute to teachers' decisions when implementing technology for literacy instruction.

Comments

Advisors: Laurie Elish-Piper.||Committee members: Laura R. Johnson; Cindy York.||Includes bibliographical references.

Extent

142 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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