Title of Abstract
College
College of Education
Department
Curriculum & Pedagogy
Abstract
There is a growing need to better prepare students for twenty-first-century literacy demands. Integrating technology into education improves student achievement and increases students’ technological literacy. Classroom blogging is one way to provide students authentic experiences with technology while integrating literacy. The goal of this project was to examine fifth graders’ interactions with text, fifth graders’ perceptions of academic blogging, and science content integration in literacy instruction. Over the course of seven weeks, students participated in shared reading lessons and blogging sessions. Data were collected on students’ acquisition of science content knowledge, students’ interactions with text, and students’ perceptions of technology integration. Findings revealed that students reported positive experiences with text when using technology, and students’ knowledge of science content increased.
Honors Thesis Committee
Shawnna Helf, Ph.D.; Bettie Parsons Barger, Ph.D.; and Kavin Ming, Ph.D.
Start Date
20-4-2018 1:15 PM
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Instructional Media Design Commons, Language and Literacy Education Commons
Incorporating Academic Blogging into a Fifth Grade Classroom: Integrating Technology and Science into Literacy Instruction
West 214
There is a growing need to better prepare students for twenty-first-century literacy demands. Integrating technology into education improves student achievement and increases students’ technological literacy. Classroom blogging is one way to provide students authentic experiences with technology while integrating literacy. The goal of this project was to examine fifth graders’ interactions with text, fifth graders’ perceptions of academic blogging, and science content integration in literacy instruction. Over the course of seven weeks, students participated in shared reading lessons and blogging sessions. Data were collected on students’ acquisition of science content knowledge, students’ interactions with text, and students’ perceptions of technology integration. Findings revealed that students reported positive experiences with text when using technology, and students’ knowledge of science content increased.
