Literacy Applications for Common Core English/Language Arts: Teacher Perspectives of Digital Literacy

Abstract

Core English/Language Arts classrooms. This study provides insights into the utility of using digital literacy in order to provide K-12 readers and writers with engaging texts at instructionally appropriate levels. Findings indicate K-12 teacher candidates and teachers had positive experiences in implementing digital technology, and offered solutions for associated challenges. Three themes emerged from teacher candidates and teacher responses: implications for content and assessment, student found that integrating the literacy applications helped their students. The applications recorded student progress, recommended lessons, and automatically matched the student to texts at their appropriate reading level. Recommendations provided by teachers were ongoing professional development and effective classroom management prior to implementation. Further research is needed in connecting readers with authentic digital literacy applications for enjoyment and comprehension.