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ERIC Number: EJ858470
Record Type: Journal
Publication Date: 2009
Pages: 25
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0270-2711
Technology and At-Risk Young Readers and Their Classrooms
Blachowicz, Camille L. Z.; Bates, Ann; Berne, Jennifer; Bridgman, Teresa; Chaney, Jeanne; Perney, Jan
Reading Psychology, v30 n5 p387-411 2009
This study examined the ways in which 18 first-grade teachers and their students in 11 high-risk urban schools began to use literacy-focused technology. The goal of the study was to observe the technology in use by the students, to observe the classroom dynamics and teachers' instructional choices centered around technology use, to look at student learning, and to investigate student and teacher perceptions and beliefs as they began to use technology for literacy. Analyses of classroom and pupil observational data and of student performance data indicated positive effects of the literacy technology on classroom instruction and student literacy achievement. Further, interviews of students and teachers confirmed that the literacy technology was perceived as engaging and effective by both groups of stakeholders. The study also generated implications for further research and practice in schools struggling to make change.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States