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The Device in the Room: Technology's Role in Third Grade Literacy Instruction

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Title: The Device in the Room: Technology's Role in Third Grade Literacy Instruction
Language: English
Authors: Taylor, D. Bruce (ORCID 0000-0002-2300-2426), Handler, Laura K. (ORCID 0000-0002-3396-6392), FitzPatrick, Erin (ORCID 0000-0003-1068-9633), Whittingham, Colleen E. (ORCID 0000-0002-0964-4449)
Source: Journal of Research on Technology in Education. 2020 52(4):515-533.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Educational Technology, Technology Uses in Education, Elementary Education, Grade 3, Literacy Education, Learner Engagement, Teaching Methods, Student Participation, Taxonomy
DOI: 10.1080/15391523.2020.1747577
ISSN: 1539-1523
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 [Substitution Augmentation Modification Redefinition] 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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1268625
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Taylor%2C+D%2E+Bruce%22">Taylor, D. Bruce</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2300-2426">0000-0002-2300-2426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Handler%2C+Laura+K%2E%22">Handler, Laura K.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3396-6392">0000-0002-3396-6392</externalLink>)<br /><searchLink fieldCode="AR" term="%22FitzPatrick%2C+Erin%22">FitzPatrick, Erin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1068-9633">0000-0003-1068-9633</externalLink>)<br /><searchLink fieldCode="AR" term="%22Whittingham%2C+Colleen+E%2E%22">Whittingham, Colleen E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0964-4449">0000-0002-0964-4449</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Technology+in+Education%22"><i>Journal of Research on Technology in Education</i></searchLink>. 2020 52(4):515-533.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 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 [Substitution Augmentation Modification Redefinition] 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.
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