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30 Pryor Street, Atlanta, GA
"Opened eyes, opened minds: The story of a collaborative inquiry into elcetronic book use in the primary reading classroom"
by: Lisa Stone
In order to prepare students to be globally competitive, teachers must equip them with the knowledge and skills to be successful in the 21st century. To this aim, school spending on e-books and e-readers is at an II time high, but evidence indicates that teachers are not fully integrating them into the reading classroom. This qualitative study was grounded in sociocultural theory and explored veteran primary teachers' knowledge of and persistent attitudes about using e-books in reading instruction. Within a collaborative inquiry group, five teachers explored the way to best use e-books in their primary reading classroom. Through the cyclical process of planning, observing, acting, and reflecting, teachers explored e-books during the meetings and then took them into their classrooms to use with their students. Data sources included semi-structured interviews, participant observation notes, transcribed audio recordings and reflective journals. Thematic and directed content analysis were used on the data, and findings of both analyses were presented in a pleated text that framed analytical texts with researcher notes. Findings demonstrated that there was an emotionality to reading in traditional and digital format, but by experimenting with thee-books in the supportive, dialogic context of the collaborative inquiry meeting, teachers changed both their knowledge of and persistent attitudes about electronic books. Implications were noted for professional development coordinators, administrators, and policy makers.
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