Leveraging Technology To Impact Reading Achievement Of Early Elementary Students

The adoption of technology in the classroom has dramatically changed the way in which teachers teach and students learn. Technology is constantly evolving, creating a sense of urgency to examine the most effective methods to successfully integrate technology into classrooms. The research question addressed in this project was: how can teachers leverage technology to impact reading achievement of early elementary students? The review of literature investigated early literacy skills, proficient readers, reading in the digital age, iPads, technology in the classroom and technology integration models. It was evident that technology alone will not increase student achievement. Wood and Joicus (2014) stated, “Like paper and pencils, technology is a tool, and it’s what teachers and students do with the tool that matters” (p. 133). Technology can transform a classroom and dramatically change results when teachers have the knowledge, background, training and confidence to welcome technology into their daily teaching. Russel and Sorge (1999) argued, “Integrating technology into instruction tends to move classrooms from teacherdominated environments to ones that are more student-centered” (as cited in Pitler, 2007, p. 3). In this capstone, a project was developed to provide teachers with information to help navigate technology with early elementary students. Professional development sessions were created around three main topics; student-led creation, SAMR model integration with language arts learning targets and providing students feedback using technology. Through the professional development sessions teachers will gain knowledge and skills which will help to leverage technology to impact reading achievement with their students