• Instructional technology and literacy performance.

      Hillebert, Amanda R. (2014)
      Technology use in schools appears to be growing rapidly in many school districts, so this researcher wanted to determine if the instructional technologies being purchased by schools were in fact beneficial to the students. This thesis was completed to address the research question of how instructional technology impacts literacy development in students. To answer that question, the researcher conducted an extensive literature review and research synthesis. The collected studies were organized into five categories: instructional technology with computer software, with interactive white boards (IWB), with digital story booking/podcasting, with mobile devices, and impact of teacher attitude on instructional technology. Analysis of the studies in each category produced the following findings: that instructional technology impacts literacy development in a positive way, specifically by improving reading and writing skills, increasing student participation and engagement, increasing standardized test scores, and increasing reading comprehension across content areas. Instructional technology with digital story booking/podcasting increases literacy development in emergent literacy skills, student performance, and vocabulary. Instructional technology with mobile devices increases phonemic awareness skills and student responsibility. Findings also show that teacher positive attitudes towards instructional technology influence student positive attitudes towards instructional technology, which in turn improves student literacy development. The findings of this literature review are applicable to all teachers in all content areas because instructional technology is used in all content areas at all grade levels.