The Impact of Instructional Technology on Phonics Instruction
MetadataShow full item record
Type of Work30 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Phonetic method -- Research
Educational technology -- Research
Third grade (Education) -- Research
The purpose of this study was to determine if students in third grade receiving special education services improved their overall phonics/decoding skills with the use of instructional technologies. The participants of this study were enrolled in third grade at Glen Burnie Park Elementary School in Anne Arundel County for the 2010- 2011 school year. All of the students received a multi-sensory phonics intervention in a small group setting in special education while the treatment group (technology) was allowed access to instructional technologies, such as the Smartboard, Airliner Slate, and/or Document Camera, during instruction. Both groups participated in 45 minute smallgroup instruction for 4 days per week. While the technology group increased their scores more than the non-technology group on the post-test, the outcome was not significant. Therefore, the hypothesis was not supported. Research in this area should continue to determine the effectiveness of phonics instruction with the use of instructional technologies and student motivation.