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ERIC Number: EJ1118174
Record Type: Journal
Publication Date: 2016-Dec
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-7984
Introducing an iPad App into Literacy Instruction for Struggling Readers: Teacher Perceptions and Student Outcomes
D'Agostino, Jerome V.; Rodgers, Emily; Harmey, Sinéad; Brownfield, Katherine
Journal of Early Childhood Literacy, v16 n4 p522-548 Dec 2016
There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal of information and communication technology integration. To address this issue, we conducted a mixed-methods study to investigate the effects of LetterWorks, an iPad app, on the letter learning of 6- to 7-year-old children in an early literacy intervention, Reading Recovery. We present empirical evidence about the effects of the integration of this iPad app into literacy instruction for struggling learners and we describe teachers' perceptions about the affordances and challenges of integrating this app into their instruction. Despite the positive effects of the iPad app on the letter learning of the children in the treatment group, teachers identified a misfit between their beliefs about literacy teaching and learning and the app as a barrier to their continued use. We suggest that the successful uptake of information and communication technologies into literacy instruction may depend, at least in part, on whether and how well training addresses the coherence between the information and communication technology itself and teachers' theories about teaching and learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)