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Abstract
Researchers have shown that the rapid influx of technology is greatly influencing the requirements and resources available for those considered literate within contemporary society and consequentially within literacy classrooms (Coiro, Knobel, Lankshear, and Leu, 2008). Educational statisticians have indicated that particular student groups are experiencing difficulty in learning to read within these literacy classrooms (National Research Council, 2002; Planty et al., 2009). What we do not know is the potential for the reading experience of striving readers to be improved when technology is integrated within the everyday literacy instruction of the classroom teacher.This formative experiment was designed to explore how and why an elementary teacher chose to integrate AWARD Reading resources, specific literacy materials included within an innovative collection of curricular resources embedded with a suite of technology capabilities, to encourage unique literacy learning experiences for striving readers. The purposefully selected sample was composed of one third grade teacher and her class of 20 striving learners. Data was collected during an initial two-week baseline phase followed by two four-week intervention phases. Data collection methods included classroom observations, interviews, document analysis, and focus group interviews. Data was analyzed using the constant comparative method.Findings from this study revealed that when technology was integrated in purposeful ways striving learners were offered customized learning opportunities. Students benefitted from the additional designs offered within the interactive technology resources. Additionally, the teacher selected and used technology to increase access to text and provide opportunities for students to practice particular reading skills independently. Both the classroom teacher and students expanded their conceptions of reading to account for the network of processing systems used to improve comprehension (Pinnell & Fountas, 2009). Barriers to effective technology integration concerning difficulty with technology and teacher decision making were identified and addressed throughout implementation of the study. Findings from the study were discussed with reflection to theoretical frameworks of Universal Design for Learning, Multiliteracies, and Sociocognitive theory. Implications for future research and practice are also discussed.