Abstract
Most Web 2.0 technologies are either free or inexpensive, making them accessible for teachers to use for instructional purposes, especially to assist diverse students from lower socioeconomic backgrounds. This article discusses the qualitative findings of a mixed-methods study that investigated how a group of candidates in a reading licensure graduate program responded to Web 2.0 technology integration when working with struggling readers, including their perceptual reaction and their implemented practice. The results from the study may help K-12 classroom teachers and teacher educators better understand how to include technologies in working with teacher candidates and assist them in designing instructional practices to support all learners.
Recommended Citation
Hu, H., Oslick, M. E., & Wake, D. (2017). Innovative Web 2.0 Technologies to Support Struggling Readers. Journal of Educational Technology Development and Exchange (JETDE), 10(1). https://doi.org/10.18785/jetde.1001.05
Included in
Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
