The Role and Impact of Technology on Students' Reading

Autor/in	Diallo, Mamadou
Titel	The Role and Impact of Technology on Students' Reading
Quelle	(2023), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Reading Instruction; Reading Achievement; Student Attitudes; Teacher Attitudes; Parent Attitudes; Assistive Technology; Computer Oriented Programs; Handheld Devices; English (Second Language); Foreign Countries; COVID-19; Pandemics; Language Teachers; Elementary School Students; Reading Processes; China + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseunterricht; Leseleistung; Schülerverhalten; Lehrerverhalten; Elternverhalten; Computerprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language teacher; Sprachunterricht; Leseprozess
Abstract	Technology is gaining more and more place in our classrooms today, making its investigation more relevant than ever. Therefore, the author of this paper aimed to explore the role and impact of technology on students reading. To do so, the author has examined several aspects related to the use of technology for teaching and learning, including how technology can promote independent learning, communication, collaboration, assist students with learning needs, and certain limits of technology, before conducting research using interviews and observations with 86 participants (students, teachers, and parents). The research focused particularly on what role technologies such as text-to-speech apps, translators, electronic dictionaries, online reading apps and websites, etc., can play on students' reading, how they can impact students reading, and how they are perceived by students, teachers, and parents. At the end, the author provides some suggestions to consider for an effective use of these technologies. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01