Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates

Abstract

Technology is increasingly affecting literacy engagement of everyone. It is the job of the teacher to bring technology and literacy into the classroom, as this increases motivation and engagement. Using a series of interviews, a survey, and a daily-log, participants were examined in order to collect qualitative data on motivation to read through technology and technology usage in the classroom. It has been determined that 1.) Social networking is a daily involvement, 2.) Readers are motivated through choice, and 3.) Social networking in the classroom is dependent by many factors. More specifically, reading is motivated through social networks by the aspect of choice. However, each participant claimed to interact on social networks daily but also claimed to not use these types of interactions in the classroom.