Choices Made By Elementary Teachers When Implementing Digital Literacies

Abstract

The purpose of this study was to determine what types of choices teachers make when choosing technology to implement in their ELA instruction. A funneling approach was used to collect the data over a period of six weeks. Sixteen teachers were anonymously surveyed followed by four teacher interviews. Lastly, two observations were conducted in classrooms with daily access to a class set of netbooks. Analysis of survey data, recorded interviews, and observational notes gave insight into how teachers choose literacy technologies for their students. All of the tools used in this study provided for triangulation of data revealing common themes.