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Digital Literacy in Early Elementary School : = Barriers and Support Systems in the Era of the Common Core.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Digital Literacy in Early Elementary School :/
Reminder of title:	Barriers and Support Systems in the Era of the Common Core.
Author:	Hosseini, Delnaz.
Description:	1 online resource (132 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438190931

Digital Literacy in Early Elementary School : = Barriers and Support Systems in the Era of the Common Core.
Hosseini, Delnaz.

Digital Literacy in Early Elementary School :Barriers and Support Systems in the Era of the Common Core. - 1 online resource (132 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--San Jose State University, 2018.

Includes bibliographical references

This study examines teachers' perceptions about digital literacy instruction in early elementary school grades (e.g., Kindergarten through grade 2) so as to identify existing obstacles to digital literacy instruction as well as support systems necessary to enhance instruction. Participants (n = 37) included Kindergarten, first, and second grade teachers from both Title I and non-Title I schools. Data was collected through an online survey with primarily closed-ended questions. Correlations and relationships amongst and across survey questions were analyzed. Analysis revealed that early elementary grade students in this school district are provided with more opportunities to practice computer literacy than information literacy skills. Teachers identified the high student to teacher ratio, lack of time to plan and teach technology lessons, and students' limited self-management and independence skills as major impediments to digital literacy instruction in the early elementary grades. Conversely, they indicated that access to district-level technology coaches and on-site technology support, opportunities to observe demo technology lessons, and their own knowledge of grade-level technology standards enhance their ability to teach digital literacy skills. Findings also show that teachers' grade-level assignment and the school's Title I status influence teachers' views about when and whether to introduce various digital literacy skills with clear implications for practice and future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438190931Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Digital Literacy in Early Elementary School : = Barriers and Support Systems in the Era of the Common Core.
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502 $a Thesis (Ed.D.)--San Jose State University, 2018.
504 $a Includes bibliographical references
520 $a This study examines teachers' perceptions about digital literacy instruction in early elementary school grades (e.g., Kindergarten through grade 2) so as to identify existing obstacles to digital literacy instruction as well as support systems necessary to enhance instruction. Participants (n = 37) included Kindergarten, first, and second grade teachers from both Title I and non-Title I schools. Data was collected through an online survey with primarily closed-ended questions. Correlations and relationships amongst and across survey questions were analyzed. Analysis revealed that early elementary grade students in this school district are provided with more opportunities to practice computer literacy than information literacy skills. Teachers identified the high student to teacher ratio, lack of time to plan and teach technology lessons, and students' limited self-management and independence skills as major impediments to digital literacy instruction in the early elementary grades. Conversely, they indicated that access to district-level technology coaches and on-site technology support, opportunities to observe demo technology lessons, and their own knowledge of grade-level technology standards enhance their ability to teach digital literacy skills. Findings also show that teachers' grade-level assignment and the school's Title I status influence teachers' views about when and whether to introduce various digital literacy skills with clear implications for practice and future research.
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