Literacy Instruction Using Technology with Primary-Age Culturally and Linguistically Diverse Learners

Autor/inn/en	Musti-Rao, Shobana; Cartledge, Gwendolyn; Bennett, Jessica G.; Council, Morris
Titel	Literacy Instruction Using Technology with Primary-Age Culturally and Linguistically Diverse Learners
Quelle	In: Intervention in School and Clinic, 50 (2015) 4, S.195-202 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451214546404
Schlagwörter	Literacy; Supplementary Education; Technology Uses in Education; Teaching Guides; Culturally Relevant Education; Classroom Techniques; Reading Instruction; Use Studies; Instructional Effectiveness; Elementary Education; Teaching Methods; Educational Practices; Handheld Devices + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Ergänzungsunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerhandbuch; Klassenführung; Leseunterricht; Benutzerschulung; Unterrichtserfolg; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	With continuing advances in the digital world, a variety of technologies are becoming easily accessible in the classroom. Although teachers may be using some of these technologies in their daily lives, they may not know how to incorporate these devices to support classroom learning. This article provides a guide for teachers interested in using technology to deliver supplemental literacy instruction in their classroom, particularly for primary-age students from culturally and linguistically diverse backgrounds. Benefits of using technology along with classroom applications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01