Location

Guzman 111, Dominican University of California

Start Date

4-17-2019 5:00 PM

Department

Education

Student Type

Graduate

Faculty Mentor(s)

Jennifer Lucko, PhD

Presentation Format

Oral Presentation

Abstract/Description

There is an increasing number of students scoring below grade level proficiency in reading/language arts. There are many benefits to using educational technology to support students struggling with reading, although the teachers at this school aren’t integrating technology into the reading curriculum. While there are many prior studies that address the benefits that educational technology has with students struggling with reading and perceptions of teachers, there is not substantial research on why teachers fail to integrate educational technology into the reading curriculum. The research focuses on the problem of teachers failing to integrate educational technology into reading curriculum in order to support students struggling with reading. This research utilized a mixed methods approach, including open-ended interviews and non-experimental survey data, to provide a multi-dimensional view of the state of education technology integration into the reading program at the school. The thesis builds from six in-depth interviews with teachers and principal, along with open-ended surveys with homeroom teachers. The results of this study reveal that the combination of the school’s technology practice and teacher’s beliefs about educational technology prevent teachers from integrating it into the reading curriculum. This occurs because there is a lack of access, support and training in the k-2 grades, and insufficient planning time and training about useful apps and programs to use with students. Although there are many benefits found for using educational technology to support students struggling with reading, the teachers at this school site do not have the resources and support necessary to do so.

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Apr 17th, 5:00 PM

Failing to Support Our Struggling Readers

Guzman 111, Dominican University of California

There is an increasing number of students scoring below grade level proficiency in reading/language arts. There are many benefits to using educational technology to support students struggling with reading, although the teachers at this school aren’t integrating technology into the reading curriculum. While there are many prior studies that address the benefits that educational technology has with students struggling with reading and perceptions of teachers, there is not substantial research on why teachers fail to integrate educational technology into the reading curriculum. The research focuses on the problem of teachers failing to integrate educational technology into reading curriculum in order to support students struggling with reading. This research utilized a mixed methods approach, including open-ended interviews and non-experimental survey data, to provide a multi-dimensional view of the state of education technology integration into the reading program at the school. The thesis builds from six in-depth interviews with teachers and principal, along with open-ended surveys with homeroom teachers. The results of this study reveal that the combination of the school’s technology practice and teacher’s beliefs about educational technology prevent teachers from integrating it into the reading curriculum. This occurs because there is a lack of access, support and training in the k-2 grades, and insufficient planning time and training about useful apps and programs to use with students. Although there are many benefits found for using educational technology to support students struggling with reading, the teachers at this school site do not have the resources and support necessary to do so.