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- W2664829 abstract "Lately, concerns are raised about the ways teachers integrate technology and about their students’ digital literacy skills. Therefore, the purpose of this study was to investigate how elementary school teachers use their scheduled computer lab time. During this observational study emphasis was placed on the integration of literacy and technology and the extent to which integration supported the development of new literacies and promoted transformation of literacy tasks. The study took place in two elementary schools and included three weeks of daily observations in each of the schools. After the observations, interviews were conducted with teachers and school/district administrators. Introduction For many teachers the integration of technology has been central to their teaching (Eagleton, Guinee, & Langlais, 2003; Karchmer, Mallette, Kara-Soteriou, & Leu, 2005; Purcell, Heaps, Buchanan, & Friedrich, 2013). Lately, however, concerns are raised about the ways teachers integrate technology (Linckels et al., 2009) and about students’ abilities to effectively participate in activities that require digital literacy skills (Purcell et al., 2012). Some researchers argue that often new technologies are simply reinforcing old ways of teaching and learning (Resnik, 2007) and describe the use of technology as “fitting it in” rather than as being used in more effective ways (Cartwright & Hammond, 2007). Given that nowadays teachers have good access to educational technologies (Connecticut Association for Reading Research, 2008; Linckels et al., 2009), it is important to continue to" @default.
- W2664829 created "2016-06-24" @default.
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- W2664829 date "2013-01-01" @default.
- W2664829 modified "2023-09-27" @default.
- W2664829 title "Computer Lab Instruction in Elementary Schools: Time for Instructional Transformation or Worksheet Substitution?" @default.
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