An Analysis of Teachers’ Use of Technology in Elementary Reading Lessons

• In Event: Literacy and Language in STEM Teaching

Abstract

We examined technology use in the reading lessons of elementary teachers in an urban school building. A qualitative research method using multiple data sources was used; this included observations of 25 reading lessons, interviews with teachers, and informal and spontaneous discussions with teachers and children. Results revealed that technology was used in the teachers’ reading lessons in these ways: (1) as multimedia displays of literacy skills and lesson content; (2) interactive learning activities involving physical movement; (3) focusing student attention on learning tasks; (4) displaying shared texts for classroom discussions, copying, and quizzes. Although collaborative and multimedia composing activities are frequently cited as affordances of the new technologies, little of this was observed in these lessons.

Authors

• Peter McDermott, Pace University

• Kathleen Gormley, The Sage Colleges