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Observing Technology Enhanced Literacy Learning
Article

, Arizona State University, United States

CITE Journal Volume 8, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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Abstract

Developmental concerns challenge technology use with young learners; however, critical areas of literacy have increased when technology is available. This study was designed to measure when and what kinds of technology were integrated into literacy teaching and learning with second graders. The OTELL (Observing Technology Enhanced Literacy Learning) instrument was created to record teacher and student use of technologies over five components of best practice in literacy instruction. Observations and interviews established pre-intervention literacy practice in year 1, and the OTELL was used to measure technology use in year 2 after district and professional development support provided technology-rich classrooms. Thirty-five random hours of observation over a 7-month period revealed that the curriculum remained stable after intervention and that technology was used in literacy learning and teaching approximately 39% of the time. Within that increased use of technology, students used technology the most when applying their literacy knowledge, and teachers used technology 70% of the time when presenting literacy minilessons.

Citation

Hansen, C.C. (2008). Observing Technology Enhanced Literacy Learning. Contemporary Issues in Technology and Teacher Education, 8(2), 108-121. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 10, 2024 from .

© 2008 Society for Information Technology & Teacher Education

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References

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