RESEARCH IN EDTECH

Research in Educational Technology

Shannon L. Guest
Boise State University

RESEARCH IN EDTECH

Research in Educational Technology

Subject Area/Grade Level: ELA (Literacy), Grade 5
Instructional Objective: Given a piece of fictional writing, students will construct a summary
of the text with a score of proficient or greater on the specified rubric (see Appendix for scoring
rubric).
Standards Addressed: CCSS.ELA-Literacy.RL.5.2, ISTE.NETS*S.1.a, 1.b, 2.b
Pre-Research Discussion
In a regular, grade-level classroom, students either summarize text verbally or in writing,
using pencil and paper. In my classroom, this is also a possibility, however, the purpose of their
time in my classroom is to demonstrate and learn how technology fits regular classroom study.
Additionally, we use our time together to read digital texts and increase literacy and
understanding of more complex texts as a class, through collaborative activities using online
resources on our computers and iPads. While these traditional methods of instruction showed
measured growth in literacy for all students, I feel that using a project-based learning model that
incorporates multimedia tools could drastically improve literacy across all grade levels.
I would like students to demonstrate their understanding of summarizing text by creating
multimedia projects. For example, students can use iMovie to create a trailer that summarizes the
text they read for the audience. Using iMovie, will allow them to make multiple references to the
text itself, (in some cases quoting it directly) and include images from the text that support their
thinking, making their summary to jump off the page. Using digital tools, like iMovie caters to
a variety of learning styles.

RESEARCH IN EDTECH

I am interested in researching the effects of technology on literacy, more specifically, the

use of multimedia tools to enhance literacy instruction. While I feel that multimedia projects do,
in fact, enhance literacy instruction, I would like some additional support for my thinking. One
of the questions I would like to answer is, how does technology influence literacy instruction?
Many teachers I work with agree that technology is a necessary tool for students to access digital
texts commonly called out in Common Core, but there must be a larger piece to the technology
component than simply reading articles online. What do students do with the information
gathered? I would also like to know how multimedia tools can enhance literacy instruction.
Which digital tools are most appropriate for the primary classroom? Which digital tools have the
largest success rate for improving overall literacy skills? Finally, I would like to know some
additional instructional strategies for implementing multimedia into literacy instruction. While I
feel that incorporating multimedia into the literacy curriculum will provide more engaging
instruction, especially for struggling readers and English language learners, it needs to support
instruction, in a way that the traditional practice does not.
Post-Research Discussion
There is a fair amount of research that is supportive of my learning objective as well as
the idea that literacy instruction is improved by technology. While I personally, feel that there is
more research to be conducted that illustrate the direct links between literacy and technology, I
feel Ive located a few resources to support my instruction and to lead discussion in professional
development settings. As noted in the TPACK framework in Koehler, Mishra and Cains article,
it is essential to have sound instructional practices, content knowledge, and technology
knowledge in place prior to integrating technology into my instruction. While I cannot guarantee
that student literacy will improve leaps and bounds with the integration of technology tools,

RESEARCH IN EDTECH

based on my research, there is enough information to suggest that it will not hinder learning and
with proper instructional practice, some improvement in literacy skills should occur.

RESEARCH IN EDTECH

Annotated References
Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum
for emergent literacy. Educational Technology Research and Development, 60(1), 31-54.
doi:10.1007/s11423-011-9208-3

This study includes research conducted in Kindergarten classes in the Netherlands, where
teachers were asked to integrate PictoPal into emerging literacy instruction. The study
examined three areas related to literacy instruction: teachers technology integration,
student engagement in technology-integrated instruction, and student learning. It argues
that the effectiveness of technology integration is based on the teachers choices with
regard technology-supported learning in the classroom (p. 32). It provides several
graphics to define further how the success of technology integration is solely based on
teachers use within the curriculum.

The article is unbiased, in the sense that it provides an explanation for varying levels of
success with technology integration, including teacher perception of available
technologies to support learning. It also provides a thorough explanation of the PictoPal
curriculum, including software used to support it, in this case Clicker. An important
aspect of this research was its ability to compliment the curriculum, not replace it.
PictoPal relies not only on the students use of the technology itself, but their ability to
use work product in meaningful ways with adults and peers in their classroom. The

RESEARCH IN EDTECH

example they used supported this, by having students forecast the weather on the
computer using Clicker, and then present it to their class by reading it out loud.

I think the most interesting aspect of the research findings was the relationship between
teacher perception and integration. Their findings supported the idea that the
constructivist approach is best served for technology integration. I feel that this research
can act as strong support for using digital tools to achieve the learning goal I have
outlined. There was strong evidence that student literacy improved, as a result of
technology integration, where teacher attitude was positive. It is also an excellent support
to the flipped classroom model that I use with my students. There is a lot of data that
could be utilized for professional development on-site for aiding teachers who are just
beginning to integrate technology into their classroom.

Judson, E. (2010). Improving technology literacy: Does it open doors to traditional content?.
Educational Research and Development, 58(3), 271-284. doi:10.1007/s11423-009-91358

Mr. Judson set out to research the connection between technology literacy and advancing
achievement amongst students in core content areas. He argues that although students are
exposed to more technology, it does not necessarily make them technology literate.
However, employing deeper critical thinking activities with technology, may have a link
to greater success academically. He addresses two main theories, the confidence theory,
that suggests that an increase in technology literacy creates self-confidence and allows

RESEARCH IN EDTECH

students to do better academically. Secondly, the mediation theory, that students with
greater technology literacy are more apt to use technology tools to acquire knowledge.
Additionally, he provides concrete assessment data to support his findings.

This article was very thorough, providing concrete data to support their research. The
author relates his theories to Vygotskys cognitive theories and reports his findings in an
unbiased manner. His researched showed that improved technology literacy can be tied to
improvements in academic core subjects, specifically language arts. While I appreciate
the research conducted here, I would be interested to see if there is a difference in results
if conducted in a different demographic. All of the schools and districts used in this study
received federal funding for technology education, and we considered in the low range
for Adequate Yearly Performance. I would like to see if the data were to change if
conducted in regularly performing schools, with equal access to technologies for
education.

While I found the information from this study very interesting, it is a weak support for
improving literacy instruction using technology and does not thoroughly support my
learning objective. The article does provide some evidence that shows a connection
between technology literacy and language arts and offers some considerations for
assessing students technology literacy formally, which I can appreciate.

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content

RESEARCH IN EDTECH

knowledge (TPACK)? Journal of Education, 193(3), 13-19. Retrieved from

http://www.bu.edu/journalofeducation/

This article gives an overview of the TPACK model, and the importance of this
framework when teaching with technology. TPACK, or Technological Pedagogical
Content Knowledge, includes Content Knowledge, Pedagogical Knowledge, and
Technology Knowledge as well as the relationships between each of these core
components as well as the knowledge that goes beyond these three individually.

This article presents extremely compelling information for teachers looking to integrate
technology into their classrooms or administration or specialists who support technology
instruction. There are so many important points made in this article that support the idea
that technology can not be implemented properly without significant knowledge of
content, pedagogy and technology. It presents easy to understand graphics that
compliment the text and would be suitable for inclusion in a staff presentation for
professional development or the like.

While this resource does not directly support my search for ties to literacy, I feel that it is
crucial in supporting my learning objective. It clarifies the need for significant knowledge
of content, sound instructional practices, and the technology being used to implement my
lesson. It reinforces the idea that in order for technology to improve literacy instruction
successfully in any way, via digital or analog technologies, one must understand how the
core components of knowledge outlined in this article work together to create a cohesive

RESEARCH IN EDTECH

instructional strategy. I can see this information being important to not only my own
practice, but also as an excellent read for in-service teachers wishing to incorporate more
technology into the curriculum, and I would like to include it in my upcoming
professional development sessions.

Marsh, J., & Singleton, C. (2009). Editorial: Literacy and technology: Questions of relationship.
Journal of Research and Reading, 32(1), 1-5. doi:10.1111/j.1467-9817.2008.01377.x

This article begins by suggesting that technology and literacy are integral to one
another. It also identifies the two main areas of research being conducted with this
relationship, one being the relationship that recognizes how technology builds skills in
literacy, the other being how literacy can be changed or affected by digital text. The
authors take care to point out that it is important to conduct technology research, as it is
difficult for teachers and parents to determine what software is purposeful and what can
be potentially harmful. This article ultimately serves as an introduction to further research
papers conducted on more specific, related topics.

While this article does not provide substantial data for my research purposes, it provides
valid points related to educational technology as a whole. With more in-depth study of
the attached research papers, this information could serve as adequate data for arguing the
role of educational technology in our schools. The authors provide credible references,
and concrete evidence to support technology integration based on scholarly research and
sound teaching practices.

RESEARCH IN EDTECH

10

I would be interested in reading some of the more specific, targeted research mentioned
in this article, as well as some of the cited works the author uses. There is a lot of take
away from this short introduction, however, including some crucial points related to
integration that could be applied to this learning objective and the lesson associated with
it. The authors point out, The attractiveness of the packaging and enjoyment of the
activities are not necessarily indicators of educational quality or effectiveness (p. 2). We
should keep said information in mind when designing learning objectives that utilize
technology as a tool for acquiring knowledge. We need to examine all of the technology
carefully that we use in our classroom to determine its overall impact on instruction and
its contribution to students achieving success.

McKenna, M., Labbo, L., Conradi, K., & Baxter, J. (2011). Effective uses of technology in
literacy instruction. In L. Morrow & L. Gambrell (Eds.), Best Practices in Literacy
Instruction (pp. 382-394). [Adobe Digital Editions version]. Retrieved from
http://www.guilford.com/books/Best-Practices-in-Literacy-Instruction/MorrowGambrell/9781609181789

Chapter 15 of this book covers essential components for technology integration into
literacy instruction. Not only does it offer practical technology applications, but it offers
research and theory based reasoning for incorporating technology into literacy
instruction. Specifically, the authors suggest that the incorporation is based on Vygotskys

RESEARCH IN EDTECH

11

sociocognitive theory, where demonstration and collaboration play key roles when
pairing technology with literacy.

I found their evidence-based practices to be most valuable to me as it seems to support

the learning objective I outlined before I began my research. They discussed the use of
digital photographs and multimedia software to aid in storytelling (summarizing) as well
as access of digital books for helping students to read and understand stories better.
Included were suggestions for beginning level readers, as well as skilled readers.

They also discussed a concept called the Authors Computer Chair, where students
present information they created digitally, (in this case, their story summary) for peer
review and feedback. It seems like a fantastic opportunity for collaboration and may help
students improve their ability to meet the learning objective. I look forward to trying this
out in my own classroom.

McLean, K. (2013). Literacy and technology in the early years of education: Looking to the
familiar to inform educator practice. Australasian Journal of Early Childhood, 38(4), 3041. Retrieved from http://www.earlychildhoodaustralia.org.au/ourpublications/australasian-journal-early-childhood/

This article discusses the relationship of modern literacy and the use of technology as a
conductor for communication (p. 31). It primarily addresses early literacy, related to
Cambournes Conditions of Learning and the theory that technology is most closely

RESEARCH IN EDTECH

12

related to literacy in the sociocultural context. The article suggests that students have a
wealth of digital technology knowledge prior to formal education, and in order to
improve literacy skills, we need to incorporate this previous knowledge into the
curriculum.

This article provides citations from a variety of credible sources, suggesting that it is
unbiased in presentation. It also acknowledges that the discussion about utilizing
technology in early childhood literacy is somewhat controversial in nature and requires
further investigation. It accounts for the fact that technology is rapidly changing and that
digital media is becoming more accessible for students at home and in their community.
The author supports the idea that the literacy landscape is changing, and that teachers
can implement technology in a way that improves literacy skills with guided instruction
(p.38).

This article is a great support for my learning objective. The suggestion that technology is
critical to literacy instruction due to the changing literacy landscape where students
language acquisition is occurring in the 21st century context is of critical importance to
my instruction (p.38). My learning objective was designed to have students summarize
the text using digital tools that can only enhance their understanding of the text, as the
tools are familiar and engaging to them because of their previous experience with digital
technologies. The idea that literacy instruction is improved by the use of technology is
thoroughly supported in this reading. This resource could also serve to support

RESEARCH IN EDTECH

13

collaborative tools used in the classroom as well as mediums of communication that may
include social-media platforms.

RESEARCH IN EDTECH

14

Appendix