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The Infusion of 1:1 Devices in First...

Wolff, Pamela M.

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The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions./
Author:	Wolff, Pamela M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	168 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
Contained By:	Dissertations Abstracts International78-12A.
Subject:	Literacy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10284751
ISBN:	9781369810820

The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions.
Wolff, Pamela M.

The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 168 p.

Source: Dissertations Abstracts International, Volume: 78-12, Section: A.

Thesis (Ed.D.)--Widener University, 2017.

This item must not be sold to any third party vendors.

Digital literacy has become an important issue over the past decade and the call for an increase in digital literacy is embedded in the national common core standards for language arts beginning in grade one (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Technology is no longer an add-on to classroom instruction but a requirement of grade level standards. This mixed-methods study was conducted to explore the degree to which first grade teachers' beliefs regarding the use of technology in early literacy were reflected in their practices. Survey data were used to establish overall patterns of the teachers' beliefs about their use of technology in instruction. The survey data informed the qualitative data gathered through open-ended questions. Findings of this study confirm that first grade participating teachers (n=20) perceived the use of 1:1 devices as a valuable resource in literacy instruction and in the development of early literacy proficiency. Teachers believe that technology integration is important and can change the way early literacy is taught. Findings led to the conclusion that technology use in the teachers' literacy instruction was influenced by such factors as their pedagogical beliefs, feelings of preparedness, self-efficacy of personal computer skills, the amount and type of professional development received, perceived barriers to technology integration and teachers' attitudes toward technology integration. Examining teachers' descriptions and stated beliefs concerning the use of 1:1 devices allowed a deeper understanding of the complex conditions unexplored in the literature, specifically in first grade classrooms. These insights serve to extend the literature and provide further information regarding the study of this topic.

ISBN: 9781369810820Subjects--Topical Terms:

528342
Literacy.

The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions.
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245 1 4 $a The Infusion of 1:1 Devices in First Grade Classrooms and the Development of Early Literacy: Teacher Perceptions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 168 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Jay, Annemarie B.
502 $a Thesis (Ed.D.)--Widener University, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a Digital literacy has become an important issue over the past decade and the call for an increase in digital literacy is embedded in the national common core standards for language arts beginning in grade one (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Technology is no longer an add-on to classroom instruction but a requirement of grade level standards. This mixed-methods study was conducted to explore the degree to which first grade teachers' beliefs regarding the use of technology in early literacy were reflected in their practices. Survey data were used to establish overall patterns of the teachers' beliefs about their use of technology in instruction. The survey data informed the qualitative data gathered through open-ended questions. Findings of this study confirm that first grade participating teachers (n=20) perceived the use of 1:1 devices as a valuable resource in literacy instruction and in the development of early literacy proficiency. Teachers believe that technology integration is important and can change the way early literacy is taught. Findings led to the conclusion that technology use in the teachers' literacy instruction was influenced by such factors as their pedagogical beliefs, feelings of preparedness, self-efficacy of personal computer skills, the amount and type of professional development received, perceived barriers to technology integration and teachers' attitudes toward technology integration. Examining teachers' descriptions and stated beliefs concerning the use of 1:1 devices allowed a deeper understanding of the complex conditions unexplored in the literature, specifically in first grade classrooms. These insights serve to extend the literature and provide further information regarding the study of this topic.
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