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The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception

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dc.contributor.advisorJenson, Jennifer
dc.creatorEwart, Keri-Lyn Elizabeth
dc.date.accessioned2019-03-05T14:41:10Z
dc.date.available2019-03-05T14:41:10Z
dc.date.copyright2018-09-06
dc.date.issued2019-03-05
dc.date.updated2019-03-05T14:41:10Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis study investigated the impact of the absence and presence of digital technology as part of a daily literacy program on second grade elementary students reading achievement, skill development and engagement, collaboration and learning, and student and parent perceptions of reading ability and engagement. A mixed methods approach including PM Benchmark Assessments, video footage, questionnaires, and interviews, was incorporated. Students in the Integrated iPad Literacy Program (IiLP) demonstrated greater gains than students in the Critical Reflective Literacy Program which used an approach that did not include technology. Both student and parent perceptions paired greater reading engagement with greater reading ability. With findings suggesting that infusing technology, multiliteracies, and multimodalities into a literacy program positively impacts student literacy and thinking development, recommendations for altering current literacy programs are discussed.
dc.identifier.urihttp://hdl.handle.net/10315/35792
dc.language.isoen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectElementary education
dc.subject.keywordsMultiliteracy
dc.subject.keywordsCritical Literacy
dc.subject.keywordsMixed Methods
dc.subject.keywordsDigital Literacy
dc.subject.keywords21st Century Competencies
dc.subject.keywordsPrimary Education
dc.subject.keywordsNew Learning
dc.subject.keywordsModels of Pedagogy
dc.subject.keywordsReflective Pedagogy
dc.subject.keywordsEmpowering Modern Learners
dc.subject.keywordsMeaning Making
dc.subject.keywordsMultimodal Discourse
dc.subject.keywordsMultimodal Design
dc.subject.keywordsMetacognition
dc.subject.keywordsGoal Setting
dc.subject.keywordsQuasi-Experimental Design
dc.subject.keywordsPre-Test-Post-Test Control Group Design
dc.subject.keywordsComposite Scores
dc.subject.keywordsComparative Analysis
dc.subject.keywordsNew London Group
dc.subject.keywordsiPad Study
dc.subject.keywordsTechnology Literacy
dc.subject.keywordsDaily Five
dc.subject.keywordsPM Benchmarks
dc.subject.keywordsRepeated Measures ANOVA
dc.subject.keywordsL2
dc.subject.keywordsELL
dc.subject.keywordsEnglish as a Second Language
dc.subject.keywordsEnglish Language Learners
dc.subject.keywordsPleasure
dc.subject.keywordsReading Engagement
dc.subject.keywordsWriting
dc.subject.keywordsSpelling
dc.subject.keywordsWord Work
dc.subject.keywordsWriting Workshop
dc.subject.keywordsWord Study
dc.subject.keywordsMotivation
dc.subject.keywordsParent Survey
dc.subject.keywordsStudent Survey
dc.titleThe Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception
dc.typeElectronic Thesis or Dissertation

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