dc.contributor.author	Floyd, Susan A.	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-09-08T14:24:03Z	en_US
dc.date.accessioned	2009-09-30T15:58:01Z	en_US
dc.date.accessioned	2011-03-02T17:29:06Z
dc.date.available	2009-09-08T14:24:03Z	en_US
dc.date.available	2009-09-30T15:58:01Z	en_US
dc.date.available	2011-03-02T17:29:06Z
dc.date.issued	2004-07	en_US
dc.identifier.uri	http://hdl.handle.net/10428/29	en_US
dc.description.abstract	Forty-four fifth-grade students in two intact classes participated in this action research study to examine student and teacher experiences with and without technology provided with the new Harcourt Trophies Distant Voyages Reading Series. The unit of study was reading comprehension skills such as identifying the main idea, recognizing details in a story, drawing conclusions, and summarizing. Measurement instruments included a pretest and posttest, surveys of student and teacher perceptions, and a classroom observation tool. Findings suggest that there were no differences in experiences between the two groups of students and between the two teachers. The total population technology group had slightly higher student achievement gains; among the at-risk students in the study, the technology group also had higher overall gains than the traditional group. These results will assist teachers and administrators with decisions about future use of the technology accompanying the series.	en_US
dc.language.iso	en_US	en_US
dc.subject	Student and Teacher Experiences With and Without Technology	en_US
dc.title	Student and Teacher Experiences with Technology Integration in Reading Comprehension Instruction An Action Research Project	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Price, Catherine	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Mozzetta, Danielle	en_US
dc.description.degree	Ed.S	en_US
dc.description.major	Instructional Technology	en_US