Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

Abstract

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers’ reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.