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• W8302247 abstract "An Investigation of Teacher Librarians’ Use of Interactive Whiteboard Technology for Literacy Instruction by Judith Carroll Stanton MA, Georgia State University, 1998 BA, Georgia State University, 1986 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 Abstract Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians’ use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators’ technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students’ literacy and technology skills at school and for future employment.Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians’ use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators’ technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students’ literacy and technology skills at school and for future employment. An Investigation of Teacher Librarians’ Use of Interactive Whiteboard Technology for Literacy Instruction by Judith Carroll Stanton MA, Georgia State University, 1998 BA, Georgia State University, 1986 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 Dedication This is dedicated to my wonderful husband, George, who supported my endeavors every step of the way. I truly could not have done it without you, my dearest love and very best friend. Geoff and Suzi, thank you for all that you have done these past five years to encourage and assist me. Your love and encouragement from the beginning of this journey has made all the difference for me. I love you both. Acknowledgments This case study would not have been possible without the help of so many people. Dr. Jorgensen, thank you for your kindness, understanding, support, and willingness to go the extra mile. I still remember the time that you asked me, “Other than moving in with you and cooking your meals, what can I do to help?” I laughed and laughed, but that comment carried me through to completion, my dear friend. Dr. Tazari, I particularly appreciated your help with the references, as not every methodologist appreciates such a wide span of dates or locales for research. Dr. Hunt, thank you for your insightful comments and recommendations. Dr. Whaley, thank you for stepping in when Dr. Jorgensen retired. Your suggestions and advice have been absolutely invaluable in pushing through this case study to the finish line. I cannot thank you enough for all that you have done. Beth, Nancy, Deborah, Sherri, Debra, and JB, your loving support helped in so very many ways. Nell, Peg, and Georgina, thank you for your belief in my reaching the end of this journey." @default.
• W8302247 created "2016-06-24" @default.
• W8302247 creator A5042946608 @default.
• W8302247 date "2015-01-01" @default.
• W8302247 modified "2023-09-27" @default.
• W8302247 title "An Investigation of Teacher Librarians' Use of Interactive Whiteboard Technology for Literacy Instruction" @default.
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