Exploring the Use of Technology to Assist with Literacy Development: A Multiple Case Study

Autor/in	Fludd, Selena Pinkney
Titel	Exploring the Use of Technology to Assist with Literacy Development: A Multiple Case Study
Quelle	(2017), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6723-3
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Case Studies; Qualitative Research; Teacher Attitudes; Information Technology; Preschool Teachers; Preschool Children; Emergent Literacy; Electronic Learning; Teacher Aides; Bulletin Boards; Educational Technology; Visual Aids; Educational Equipment; Interactive Video; Telecommunications; Handheld Devices; Computers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Qualitative Forschung; Lehrerverhalten; Informationstechnologie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Frühleseunterricht; Handreichung; Lehrerhilfe; Wandzeitung; Unterrichtsmedien; Anschauungsmaterial; Ausrüstung; Interaktives Video; Telekommunikationstechnik; Digitalrechner
Abstract	Reading is a critical skill and some purport that it is the beginning of all learning. A child's ability to read can have a vast effect on his or her entire academic career. Unfortunately, the number of students who test below grade level in reading has increased year by year. The purpose of this qualitative multiple case study was to investigate the teacher's perceptions of the use of Information and Communication Technology (ICT) and tools when assisting children with developing optimum literacy skills in preschool. The study was based on the theories of early learning in combination with e-learning. The sample size included 10 preschool teachers and 10 preschool teaching assistants. To triangulate the data, collection methods were combined with research-based interviews, questionnaires, and checklists from teachers and teaching assistants. Content analysis was the strategy used in analyzing the interviews and questionnaires. The results indicated that preschool teachers and teaching assistants integrate developmentally appropriate Information and Communication Technology to review and reinforce literacy skills with preschool children through the use of the SMARTboard, computer, and IPad. Preschool teachers and teaching assistants' perceptions include pros and cons regarding how these tools assist with establishing an optimum foundation for early literacy skills in preschool children. In consideration of implications on the connection between technology and literacy development, it can be concluded that technology could serve as an applicable means of enlightening preschoolers with literacy. Further research should be conducted to decide which avenue of technology would adequately serve the needs of the students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01