The Impact of Instructional Technology on Phonics Instruction
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2011-07
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Masters of Education
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Abstract
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.