In the 21st century, important and radical changes are
occurring in the area of literacy digital technology is altering
the nature of literacy (Reinking, McKenna, Labbo, & Kieffer,
1999) The use of technology in the classroom can impact student
achievement by making learning more interesting and meaningful,
motivating students and connecting them with the real world
engagement impacts motivation and reading achievement. (Marinak
& Gambrell, 2008) Marinak, B. A. & Gambell, L.B. (2008).
Intrinsic motivation and rewards: What sustains young childrens
engagement with text? Literacy Research and Instruction, 47(1),
9-26. McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R.
D. (1999). The electronic transformation of literacy and its
implications for the struggling reader. Reading & Writing
Quarterly, 15(2), 111-126.
Slide 4
Hypothesis #1: Students who use technology-based reading
devices will display higher levels in reading comprehension than
students who use printed text Null Hypothesis #1: Students who use
technology-based reading devices will display equal or lower levels
in reading comprehension than students who use printed text.
Hypothesis #2: Students who use technology-based reading
devices will display higher levels in motivation than students who
use printed text Null Hypothesis #2: Students who use
technology-based reading devices will display equal or lower levels
in motivation students who use printed text.
Slide 7
11 graduate students participated in the survey process
Participants are enrolled in EDU 738: Research Across the
Curriculum at Salem State University 100% of the participants were
female The majority of participants were between the ages of 31-40
years of age, with the full range being 18-50 years of age 73% of
the participants have obtained a 4-year bachelors degree, and 27%
of the participants have obtained a masters degree
Slide 8
This is an experimental study Independent Variable: use or
non-use of electronic devices Dependent Variables: motivation and
comprehension
Slide 9
We utilized a survey format for our study found at:
http://www.surveymonkey.com/s/2J5VCJ2http://www.surveymonkey.com/s/2J5VCJ2.
Part 1: General Information Questions Part 2: Group 1 Questions
(online reading of the article) Part 3: Group 2 Questions (printed
reading of the article) Both groups were asked to read the same
article, one reading online and the other reading a printed
version. After reading the article and answering general questions,
groups were asked comprehension questions as well as reading
preference questions.
Slide 10
Comprehension Questions: Literal Questions Group 1 (online)
100% answered question 1 correctly 100% answered question 2
correctly 83% did not choose to click on additional links for
clarification Group 2 (printed) 80% answered question 1 correctly
80% answered question 2 correctly 60% did not choose to use a
highlighter while reading
Slide 11
Reading Preference Questions Preference for Method of Reading
An average of 60% had a preference for using an e-reader An average
of 40% had a preference for using a printed version Usage of
E-reader Devices 45% reported that they use an e-reader device 54%
reported that they do not use an e-reader device
Slide 12
Additional Online Links: I did not click on the links for this
assignment. But if I were to click on other links, I would
definitely get a better understanding of what I am reading. It
helped me gain a better understanding of how teacher turnover
effects student's achievement and why it may. Preference of Reading
Method This was a short article, therefore I didn't mind reading it
on my iPad. If an article is longer than two pages I loose
concentration. Not really sure why, but reading things in print (as
opposed to on a screen) typically helps me focus on the content
much more. I find that when I read articles on my computer I tend
to skim/scan more. It's a short article and easy to read while
relaxing and sitting on a sofa or as part of my daily routine of
checking my e-mails, FB, and other info on line.
Slide 13
Comprehension: 100% of the participants reading the online
article answered the literal questions correctly 80% of the
participants reading the printed article answered the literal
questions correctly Motivation: More than half the participants
from both groups noted that they would have preferred to read the
article using some version of e- reader as opposed to the printed
text.