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The purpose of this study was to investigate the beliefs and instructional practices of two exemplary primary grade teachers as they integrated technology into daily literacy instruction. In addition, this study sought to expand the knowledge base for integrating technology with literacy instruction in the primary grades and to provide exemplary models for those teachers wishing to effectively integrate language arts with technology into their own daily practice. Three themes emerged from the data for this study, which were engagement with technology, collaboration/team building, and technology-centered discussion. The grounded theory derived from the data in this study was: Technology can be a medium for fostering oral language development and motivation in primary grade classrooms when conducted in a collaborative, supportive environment.
About the author
Dr. Still is an Asst. Professor of Early Literacy. Her research focuses predominantly on the integration of meaningful technology-based literacy events. Dr. Still has presented over 50 sessions at professional conferences and is the sole author or co-author of over 25 scholarly manuscripts which are either published or are currently ¿in review."
