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ERIC Number: ED590827
Record Type: Non-Journal
Publication Date: 2018
Pages: 162
Abstractor: As Provided
ISBN: 978-0-4384-4402-7
Using Teachers' Experiences and Processes with iPads to Promote Literacy in Reading Classrooms
Mills, Andrea J.
ProQuest LLC, Ph.D. Dissertation, Capella University
Research shows that technology integration enables a stronger inclusion of digital literacies and engages individuals in a text format other than print. With more schools becoming 1:1, educators find themselves supporting curriculum standards in literacy with digital text despite shifts that occur with learning. In a basic qualitative research design, interviews and classroom observations were used to document how teachers implement technology-based literacy instruction. Teachers from three elementary schools in a school district were selected for inclusion in the study. Criteria used for participant selection included those who self-reported effective classroom use of technology or were designated by administration for their effective use of technology in the classroom. Answers to the study's research questions illuminated how teachers instruct and students learn content aligned with state standards and digital literacy. Questions that provided the premises of this study were as follows: RQ1. How do third through fifth grade teachers incorporate iPads into their reading instruction to promote literacy, familiarity with increasing levels of text complexity, and greater reading independency? RQ2. What instructional strategies, techniques, and processes do teachers find most useful in implementing and using iPads for reading instruction? RQ3. How do teachers determine the needs of third through fifth grade students and implement iPad instructional techniques focused on those needs? RQ4. How do instructional practices with iPads and digital text support student reading behaviors? Conclusions of the study provided a rationale for how teachers with various educational technology levels integrated digital tools for classroom instruction. Findings of the study can be used to structure the strategies employed by teachers to support reading comprehension with digital text. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A