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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorWest, Jessica
dc.date.accessioned2021-09-07T21:39:14Z
dc.date.available2021-09-07T21:39:14Z
dc.date.issued12/1/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4943
dc.description.abstractTechnology 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.
dc.subjectTechnology
dc.subjectMotivation To Read
dc.subjectLiteracy
dc.subjectTeacher Candidates
dc.subjectSocial Networks
dc.subjectEngagement
dc.titleTechnology Effects on Motivation to Read: A Case Study Through Teacher Candidates
dc.typethesis
refterms.dateFOA2021-09-07T21:39:14Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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