Print to Digital in the Language Arts: Small-Scale Studies of Digital Innovation

Session Type: Symposium

Abstract

Much of elementary school language arts teaching remains in a print world: paper-pencil, books, book reports, workbooks and book talk, not in a digital world: keyboards-screens. e-books, multimedia, apps and social media. How to innovate best practice in digital language arts curriculum and implement in real classrooms is a complex problem. Using an implementation research approach, symposium papers report small-scale studies on the transition from print-based to digital teaching on students’ online reading comprehension, teachers’ ed tech professional development, digital intervention program evaluation and district-level fiscal forecasting. Results describe the promise and pitfalls of tech in transforming to digital teaching while addressing the increasing demands for universal basic literacy, e-reading skills and high quality teaching.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 1: Applied Research in Schools

Chair

• Kathleen A. Roskos, John Carroll University

Papers

• Independent Reading Online at School: Effects on Reading Comprehension - Laura Northrop, University of Pittsburgh; Catherine A Rosemary, John Carroll University

• Direct Vocabulary Instruction at Work: An Implementation Strategies Analysis - Kathleen A. Roskos, John Carroll University; Jennifer Moe, John Carroll University; Ashley Primm

• Two Years In: Evaluation of the DigiLit Intervention - Justin C. Perry, Cleveland State University; Adam Voight, Cleveland State University; Chelsea Beabout

• Is Digital Cheaper? Five-Year Implementation Fiscal Forecast of a Digital Innovation - Susan Pardee

Discussant

• Carol M. Connor, University of California - Irvine