The Impact On Reading Achievement Of Fourth Grade Students Using Technology Based Tools Research Proposal

Abstract

The fundamental need of employing technology in education is unchallengeable. The study focuses on three areas that previous researchers have minimally explored to fill the gap left by the available literature. The first area of focus includes examining the teacher’s attitude towards utilization of technology especially among the fourth-grade students. Furthermore, the study attempts to establish if the fourth-grade students who use technology-based tools present a higher overall achievement than their counterparts. Lastly, the research examines the impact on the performance of children with disabilities who utilize technology based methods for reading practice.

The Impact on Reading Achievement of Fourth-Grade Students Using Technology Based Tools

The impact of the application of technology-based tools in the classroom is a relevant subject that has attracted the interest of many scholars. A common argument or assumption made by many researchers is that application technology based tool is characterized with a positive impact on the readers’ achievement (In Berque, In Prey, & In Reed, 2006). It is apparent that teachers attitude assume a central role in defining the effectiveness of these tools since they are directly involved in the facilitation of these strategies. However, it is evidence that the available literature fails to succinctly highlight a strong connection between the utilization of technology-based strategies in the classroom and the enhancement of learners’ performance. This affirms the need of approaching the subject from a different perspective to capture the real implication of the utilization of these technologies in the classroom. The study seeks to explore the gaps left by other scholars to develop knowledge regarding this subject further. However, the study builds on the important findings established by the previous studies in the field.
Naser, Leong, and Fong conducted a study to establish the correlation between the levels of adoption of technology in classrooms and the teachers’ attitudes. A total of 650 teachers were included in the study and the information got from them was analyzed statistically to provide research findings. These scholars established three interesting facts that can inform this subject accordingly. Initially, the study noted that teachers had low knowledge regarding the use of technology-based strategies in classrooms. Secondly, the researchers identified most teachers presented a positive attitude towards the utilization of ICT in classrooms. Lastly, the study established a substantial relationship between the teachers’ degree of application of ICT and the performance of the students (Naser, Leong, and Fong 2010). Similarly, Capan (2012) study that investigated the same subject identified a constructive benefit of the application of computers in EFL classrooms. Importantly, the research indicated that despite the apparent complexity of the use of ICT tools in classrooms, the utilization of these tools is highly advantageous. Further studies have suggested that high levels of computer competence, constructive attitudes towards technology and the availability of ICT tools are pertinent factors defining the correlation between the use of these tools and the readers’ achievement (Bader & Roy, 1999; Al Sharaideh, Tayseer Salem, 2011; Mims-Word, 2012).
Abbas and Fouzieh (2013) study argues that computer technology is an important tool that be utilized to improve performance if carefully utilized. The study, however, acknowledge that the efficiency of these tools is checked by other secondary factors characterized with technology. This study supports the sentiments that previous studies have failed to account of pertinent variables such as teachers’ attitude towards the use of computer technology and the availability of these tools. Fouzieh and Abbas research needed to establish the teachers’ understanding of the use of technology resources in English language teaching. Particularly, the study focused on explaining the teachers’ attitude and teachers’ and students’ computer literacy. The study concluded that a mere introduction of computer technology resources is not characterized with utilization of these tools (Abbas and Fouziehm, 2013). In contrast, teachers’ competence, their attitudes about the application of technology in teaching and the availability of these ICT tools defines the likelihood of the utilization of these tools (Williams, 2006).
Reputable studies have further affirmed that children with disability who uses technology-based tools present a considerably higher performance than their counterparts (Sadiq Abdulwahed, Hamed, & Abdurrahman, 2012). This is in the sense that these technologies provide enhancements in various ways. For example, these technologies address numerous types of learning difficulties, thus making teaching easier (Williams, 2006). It is worthwhile noting that the findings of these studies are in coherent with previous studies that have attempted to establish the pertinent effect of incorporation of technology in classrooms. In this respect, it becomes apparent that utilization of technology-based tools in the classroom is characterized with various benefits. However, it also becomes clear that the efficiency of these tools is checked by various factors including the teachers’ attitude, computer literacy and the availability of these tools (Hamilton, 2007).
In conclusion, little information highlights the apparent correlation of the application of ICT tools and the students’ performance because few studies have been done on the subject. The high relevance of this subject affirms the significance of conducting further studies to explain the real implication of this practice and factors that undermines the successful adoption of these technologies. Accordingly, this study is motivated by the need to adverse knowledge about this topic. This is following the indisputable need of employing technology in the classrooms to improve technology. However, the study theorizes that unless teachers are empowered with adequate information about the application of technology in the classroom, it will be hard to establish if technology is helping the improvement of reading. This highlights the significance of establishing the comfort level of teachers to employ technology-based tools for effective instruction.

References

Abbas, P., G., and Fouzieh, S. (2013). Teachers’ Attitudes about Computer Technology Training, Professional Development, Integration, Experience, Anxiety, and Literacy in English Language Teaching and Learning. International Journal of Applied Science and Technology. 3(1) Retrieved on 25th March 2015 from http://www.ijastnet.com/journals/Vol_3_No_1_January_2013/9.pdf
Al Sharaideh, S.,Tayseer Salem. (2011). The impact of using computer-assisted programs for teaching national education in jordanian schools. Interdisciplinary Journal of Contemporary Research in Business, 3(8), 860-876. Retrieved from http://search.proquest.com/docview/928449918?accountid=45049
Bader, M. B., & Roy, S. (1999). Using technology to enhance relationships in interactive television classrooms. Journal of Education for Business, 74(6), 357-362. Retrieved from http://search.proquest.com/docview/202818861?accountid=45049
Capan, S., A. , (2012). Teachers Attitudestowards computer Use in EFL Classrooms. Frontiers of Language and Teaching. Vol.3. Retrieved on 25th March 2015 from http://www.academia.edu/2442327/Teacher_Attitudes_towards_Computer_Use_in_EFL_Classrooms
Hamilton, B. (2007). It's elementary!: Integrating technology in the primary grades. Eugene, Or: International Society for Technology in Education.
In Berque, D. A., In Prey, J. C., & In Reed, R. H. (2006). The impact of Pen-based technology on education: Vignettes, evaluations, ,and future directions. West Lafayette, Ind: Purdue University Press.
Mims-Word, M. (2012). The importance of technology usage in the classroom, does gender gaps exist. Contemporary Issues in Education Research (Online), 5(4), 271. Retrieved from http://search.proquest.com/docview/1418450487?accountid=45049
Naser, J., A., Leong, L., M., and Fong, S., F. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studie. 3(2)
Sadiq Abdulwahed, A. I., Hamed, M. A., & Abdurrahman, G. A. (2012). Employing reading and writing computer-based instruction in english as a second language in elementary schools. International Journal of Business and Social Science, 3(12) Retrieved from http://search.proquest.com/docview/1022655978?accountid=45049
Williams, C. K. (2006). An investigation of attitudes of K--12 teachers toward computer technology use in schools in a rural mississippi district (Order No. 3240162). Available from ABI/INFORM Complete. (305321922). Retrieved from http://search.proquest.com/docview/305321922?accountid=45049