This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy instruction. The research questions focused on participants’ perceptions about the role, benefits, and obstacles of integration as well as their planning, preparation, and delivery of instruction. The data collection included participant interviews, lesson observations, participant reflections, and classroom artifacts. The study found that teachers integrate technology extensively, explicitly, and purposefully by using technology as a teacher tool and offering students opportunities to use technology tools. Another key finding is that teachers’ lessons reflect a wide spectrum of technology integration. The study’s findings indicate that teachers need preservice teacher preparation and ongoing professional development focused on meaningful, contextualized technology integration and the new literacies of online research and comprehension.
","abstract_html":"<p>This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy instruction. The research questions focused on participants’ perceptions about the role, benefits, and obstacles of integration as well as their planning, preparation, and delivery of instruction. The data collection included participant interviews, lesson observations, participant reflections, and classroom artifacts. The study found that teachers integrate technology extensively, explicitly, and purposefully by using technology as a teacher tool and offering students opportunities to use technology tools. Another key finding is that teachers’ lessons reflect a wide spectrum of technology integration. The study’s findings indicate that teachers need preservice teacher preparation and ongoing professional development focused on meaningful, contextualized technology integration and the new literacies of online research and comprehension.</p>","abstract_has_math":false,"creators":["Fleming, Kathleen"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Reading and Language","degree_department":null,"school":null,"contributors":["Dr. Sophie Degener"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["New Literacies","Educational Technology","Technology Integration","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/411","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sophie Degener"]},{"key":"dc:creator","label":"Author","values":["Fleming, Kathleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-09-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading and Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["New Literacies","Educational Technology","Technology Integration","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/411"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy instruction. The research questions focused on participants’ perceptions about the role, benefits, and obstacles of integration as well as their planning, preparation, and delivery of instruction. The data collection included participant interviews, lesson observations, participant reflections, and classroom artifacts. The study found that teachers integrate technology extensively, explicitly, and purposefully by using technology as a teacher tool and offering students opportunities to use technology tools. Another key finding is that teachers’ lessons reflect a wide spectrum of technology integration. The study’s findings indicate that teachers need preservice teacher preparation and ongoing professional development focused on meaningful, contextualized technology integration and the new literacies of online research and comprehension.
"]},{"key":"dc:title","label":"Title","values":["Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sophie Degener"],"dc:creator":["Fleming, Kathleen"],"dc:date.available":["2019-09-10T07:00:00Z"],"dc:description.abstract":["This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy instruction. The research questions focused on participants’ perceptions about the role, benefits, and obstacles of integration as well as their planning, preparation, and delivery of instruction. The data collection included participant interviews, lesson observations, participant reflections, and classroom artifacts. The study found that teachers integrate technology extensively, explicitly, and purposefully by using technology as a teacher tool and offering students opportunities to use technology tools. Another key finding is that teachers’ lessons reflect a wide spectrum of technology integration. The study’s findings indicate that teachers need preservice teacher preparation and ongoing professional development focused on meaningful, contextualized technology integration and the new literacies of online research and comprehension.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/411"],"dc:subject":["New Literacies","Educational Technology","Technology Integration","Language and Literacy Education"],"dc:title":["Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction"],"thesis:degree_discipline":["Reading and Language"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}