"Enhancing Adolescent Literacy Achievement Through Integration of Technology in the Classroom"

In this scholarly article written by Betty Sternberg, Karen Kaplan, and Jennifer Borck, they talk about the use of technology in the classroom in order to improve students' literacy skills.  The primary grades focused on are fourth through twelfth, and the identify that more than eight million students are identified as struggling readers.  What the writers state is that in the state of Connecticut, they are continuing to explore key elements in specific programs that will help with the improvement of literacy.  They believe that by incorporating technology in the classroom, it will greatly improve the struggling readers due to the fact that technology "plays in increasingly central role in our society".   

There are seven different areas in which technology can be used to inform the future practice. The majority of them deal with the students; however, teachers and parents also have the ability to engage and promote literacy through technology for their students and/or children.  Many states are involving online school into their school districts because it has the benefit of targeting students' specific needs and provide flexibility in pacing and scheduling.  Students also are engaging in communication tools and word processing that provide the use of today's technology and use of it out of school and into the classrooms.  As for teachers, involving technology into the classroom to achieve literacy helps them to enhance their professional development because they too are able to use the technology to go and communicate with other teachers, mentors, etc. and find new practices and advice to bring into the classroom.  By providing technology in the classroom, students, teachers, and parents are all benefiting as the lack of literacy in students becomes improved and achievable. 



Sternberg, B.J., Kaplan, K.A., & Borck, J.E.  (2007).  Enhancing adolescent literacy and achievement through integration of technology in the classroom. Reading Research Quarterly, 42(3), p. 416-420. doi: 1598/0814146767