Technology-Supported Literacy Instruction in Elementary Classrooms (K–5): Perspectives of Student Teachers in Western Kentucky
Academic Level at Time of Presentation
Junior
Major
Elementary Education
List all Project Mentors & Advisor(s)
Dr. Chanel Schwenck
Presentation Format
Oral Presentation
Abstract/Description
With the goal of enhancing instruction, the use of technology in elementary classrooms (kindergarten–fifth grade) has increased significantly. Even more so, 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 kindergarten through fifth grade classrooms in Western Kentucky, were interviewed. The interviews assessed how technology was being used for literacy instruction, extent of its effectiveness, and potential challenges. The themes of evidence-based online programs, spatial navigation, handwriting/typing skills, and digital distraction were all revealed throughout the student teachers’ responses. The results of this study provided that technology is both helpful and harmful in the development of literacy skills.
Spring Scholars Week 2026
Honors College Senior Thesis Presentations
Technology-Supported Literacy Instruction in Elementary Classrooms (K–5): Perspectives of Student Teachers in Western Kentucky
With the goal of enhancing instruction, the use of technology in elementary classrooms (kindergarten–fifth grade) has increased significantly. Even more so, 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 kindergarten through fifth grade classrooms in Western Kentucky, were interviewed. The interviews assessed how technology was being used for literacy instruction, extent of its effectiveness, and potential challenges. The themes of evidence-based online programs, spatial navigation, handwriting/typing skills, and digital distraction were all revealed throughout the student teachers’ responses. The results of this study provided that technology is both helpful and harmful in the development of literacy skills.