There is a critical need, according to
national policy statements in the United States, to integrate
information and communication
technologies into instruction, and yet research
about the effect of such integration on the literacy learning of at-risk
populations
is scant. In addition, barriers exist that prevent
teachers from realizing the goal of information and communication
technology
integration.
To address this issue, this mixed-methods study investigated the effects of LetterWorks, an iPad
app, on the letter learning of 6- to 7-year-old
children in an early literacy intervention, Reading Recovery.
Despite the
positive
effects of the iPad app on the letter learning of
the children in the treatment group, teachers identified a misfit
between
their beliefs about literacy teaching and learning
and the app as a barrier to their continued use.
The authors suggest that the
successful
uptake of information and communication
technologies into literacy instruction may depend, at least in part, on
whether and
how well training addresses the coherence between
the information and communication technology itself and teachers’
theories
about teaching and learning.
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