Date on Honors Thesis

Spring 5-1-2026

Major

Elementary Education

Examining Committee Member

Dr. Chanel Schwenck

Examining Committee Member

Dr. Thomas Poole

Examining Committee Member

Dr. Jessica Pryor

Abstract/Description

The use of technology in elementary classrooms (kindergarten–fifth grade) has increased significantly with the goal of enhancing instruction. Additionally, educational technology is being used to improve literacy skills, reading recovery, and comprehension. This study examined how technology supports literacy development and instruction in elementary classrooms by drawing upon the perspectives of current student teachers. Student teachers from Murray State University, placed in third through fifth grade classrooms in Western Kentucky, were interviewed. The interviews assessed how technology was used for literacy instruction, including the extent of its effectiveness and potential challenges. Responses were transcribed and analyzed. The themes of evidence-based online programs, spatial navigation, handwriting/typing skills, and digital distraction emerged from the student teachers’ responses. The results of this study revealed that technology can be both helpful and harmful in the development of literacy skills. Findings from these interviews were supported by existing literature and studies. This study was limited by a small sample size and was confined to the experiences and perspectives of teachers in Western Kentucky. However, the information revealed in this study offers teachers a better understanding of the benefits, drawbacks, and effective incorporation of technology-based literacy instruction.

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