Effective Technology Integration for Digital Literacy Development in Kindergarten through Second Grade

Learners in a western US state are not acquiring the technological literacy skills needed to perform literacy tasks required of them in kindergarten through second grade. There are gaps in the effective integration of technology to increase student achievement. The purpose of this multiple case study was to understand what teacher beliefs are about digital literacy instruction in kindergarten through second grade and determine how teachers' beliefs affect their use of technology in their respective grades. The theories of Piaget, Vygotsky, and Lave and Wenger provided a theoretical framework for this study. The research questions for this study were focused on how teacher beliefs and attitudes influence technology integration for digital literacy, how teachers apply pedagogical theories to integrate technology in kindergarten through second grade, how technology coordinators' beliefs differed from those of the teacher, and how teachers use technical support to integrate technology for kindergarten through second grade learners. Twenty educators at 5 different school sites participated in this qualitative multiple case study. Data were analyzed for themes and codes; the analysis process included peer examination by 2 colleagues. Results indicated that administrators and technology coordinators were integral in changing teachers' beliefs. Traditional instruction was prevalent and teachers lacked knowledge of pedagogy and technological skills for digital literacy instruction. Teacher resistance occurred as teachers failed to understand the relationship between digital literacy development in early grades and its cultural relevancy. This study contributes to positive social change by providing an impetus to support and broaden teachers' pedagogical knowledge and technological skills, to improve digital literacy instruction, and provide opportunities for early learners to acquire digital literacy skills.