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Abstract
This study examined the ways in which 18 first-grade teachers and their students in 11 high-risk urban schools began to use literacy-focused technology. The goal of the study was to observe the technology in use by the students, to observe the classroom dynamics and teachers’ instructional choices centered around technology use, to look at student learning, and to investigate student and teacher perceptions and beliefs as they began to use technology for literacy. Analyses of classroom and pupil observational data and of student performance data indicated positive effects of the literacy technology on classroom instruction and student literacy achievement. Further, interviews of students and teachers confirmed that the literacy technology was perceived as engaging and effective by both groups of stakeholders. The study also generated implications for further research and practice in schools struggling to make change.
Acknowledgements
This study was supported by a grant from the Spencer Foundation.