The device in the room: Technology’s role in third grade literacy instruction

Abstract

This yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills.

Keywords:

• Literacy
• reading
• elementary
• digital technology
• technology
• engagement

Additional information

Notes on contributors

D. Bruce Taylor

Bruce Taylor, Ph.D., is a Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte and Director of ReadWriteServe: The Center for Adolescent Literacies. His research and teaching focus on literacy instruction and support in and out of classrooms including the social and cultural aspects of literacy, the role of diverse texts and technologies in content-area classrooms, and community-based support for literacy.

Laura K. Handler

Laura K. Handler, Ph.D., is an Adjunct Professor in the Departments of Reading and Elementary Education and Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. Her research centers on educational equity in policy and practice, particularly in relation to immigrant Latinx populations. Similarly, she instructs graduate and undergraduate social studies, service learning, and TESL methods courses in addition to those focused on urban education and equity.

Erin FitzPatrick

Erin FitzPatrick, Ph.D., is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Her primary research explores the impact of self-regulated strategy development on student writing outcomes and practice-based professional development models that support teachers in implementing SRSD with fidelity. She teaches graduate and undergraduate literacy methods courses.

Colleen E. Whittingham

Colleen E. Whittingham, Ph.D., is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. Her research applies a sociocultural lens to examine the intersections of classroom discourse, early literacy instruction, and equitable opportunities to learn. She teaches graduate and undergraduate literacy methods courses.