Reading Research Quarterly Volume 42, Number 3, ISSN 0034-0553
Adolescent literacy achievement across the United States is in crisis. More than eight million students in grades 4 to 12 are identified as struggling readers. These students, who perform below grade level in reading and writing, are at high risk for failure in all content subjects and ultimately for dropping out of school. Professionals in the field must pursue additional research around technology integration to enhance adolescent literacy achievement so that states across the nation can best create and promote the necessary programs to reverse the adolescent literacy achievement crisis. In this article, the authors take the state of Connecticut as an example that is expanding its focus by seeking sound research to inform the preparation of adolescents for success in further education and training through integration of technology in the classroom. Connecticut continues to explore key elements in programs designed to improve adolescent literacy achievement in middle and high schools, such as those outlined by the Alliance for Excellent Education, the National Council of Teachers of English, the International Reading Association, and the National Association of Secondary School Principals. Recognizing that important research has already been completed in the area of educational technology, this article suggests seven areas for further research that are of interest to state policymakers, focusing particularly on enhancing adolescent literacy achievement through the integration of technology across all content areas. Empirical research in these areas can be used to inform future practice in Connecticut and across the nation: (1) state-offered virtual courses and delivery systems, (2) communication tools, (3) artificial intelligence, (4) word processors, (5) new literacies practices, (6) professional development, and (7) technology for parents.
Sternberg, B.J., Kaplan, K.A. & Borck, J.E. (2007). Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom. Reading Research Quarterly, 42(3), 416-420.
Gregory MacKinnon, Acadia University, Canada; Terry-Ann Marsh-Roberts, Antigua State College, Antigua And Barbuda; Yvonne Jones, T.A. Marryshow Community College, Grenada; Delise Williams, Clarence Fitzroy Bryant College, Saint Kitts And Nevis; Ann Hamilton-Dopwell, St. Vincent & the Grenadines Community College, Saint Vincent And The Grenadines; Colin King, Acadia University, Canada
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1950–1958
Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261
Benjamin Boche & Melanie Shoffner, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4472–4478
Kaye Lowe & Ryan Spencer, University of Canberra, Australia
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2475–2483
Sara Flanagan, Purdue University, United States
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