Question #3: In what ways does technology affect reading on the urban secondary classroom?
Prior to beginning my search for the answer to the above question, I decided it was time to use a resource other that Edutopia. I figured there must be plenty of other sources of information on the topic. I began my search on Google Scholar by conducting a search on the terms "technology integration," "urban," and "reading." To my amazement, there were 3,110 results. In an attempt to reduce the results, I requested only results from 2010 through 2012. This brought the results to a more manageable 626 results.
I began to dig through the results and quickly found that the "scholarly" language was a little above my head and the article lengths could run well into 100 pages or more! I began to think, "I am getting into an area that is a bit above my ability!" To add to my difficulty, many of the articles I was able to locate required payment to see more than the 3-5 sentence abstract.
I needed a new approach!
A search of ERIC found a number of articles that seemed to be better suited to my needs. One in particular stood out above the rest, Effects of Multimedia Software on Achievement of Middle School Students in an American History Class.
This article tracked the effect a technology-based social studies program had on students in an urban secondary history class. The multi-media program included supplement texts along with a variety of other media. In the end, the study found that students who used the program obtained a 12% improvement in the subject, while those who did not use the program only increased by 6%. It was determined that the program created a statistically significant change.
This is one example of how technology affected reading (in this case, social studies texts) in the classroom. Based on my on-line search, there are many other articles, web sites, blogs and on-line discussions just waiting to be tackled.
Source:
Kingsley, K. & Boone, R. (2008). Effects of multimedia software on achievement of middle school students in an American history class. Journal of Research on Technology in Education, 41 (2), 203-221.
That article on the effects of multimedia software on achievement of middle schools students in an american history class is truly helpful to those who want to have a rigorous and engaging learning classroom environment.This is true in my present teaching assignment in which I handle a multi-grade level class with different disabilities in the middle school in Baltimore City Public School.Surely, the students are not only introduced to a relatively new type of technology which could be exciting but it also serves as a challenge for them to pursue any form of study or research using the convenience of technology.
ReplyDeleteThanks for posting! Good point...while we want to make school interesting and fun it should also be challenging. I truly looking forward to getting my first classromm.
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