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    THE INTEGRATION OF TABLET COMPUTERS IN PREPARING STUDENTS FOR THE GRADE FOUR LITERACY TEST: PERCEPTION VERSUS REALITY

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    Genre
    Thesis/Dissertation
    Date
    2017
    Author
    McGhie-Sinclair, Tracy-Ann Samantha
    Advisor
    Myers, Samuel S.
    Committee member
    Smith, Michael W. (Michael William), 1954-
    Clark, Robert W.
    Department
    Educational Leadership
    Subject
    Educational Technology
    Education, Elementary
    Grade Four Literacy Test
    Instructional Leaders' Perceptions
    Jamaican Primary Schools
    Tablet Computers
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1880
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1862
    Abstract
    ABSTRACT The goal of this qualitative study was to gain an understanding of the perception that exists for fourteen Jamaican instructional leaders as they integrate Tablet Computers (TCs) into the pedagogical process to prepare grade four students for the Grade Four Literacy Test (G4LT). The research was conducted in four schools; three rural primary schools in the parishes of Trelawny, Manchester and St Elizabeth and an urban primary school in Kingston. The focal group comprised four principals, three vice principals, three grade four coordinators and four grade four teachers from the scope of schools that were piloting the Tablet in School (TIS) initiative. Structured interviews and observation were used as data sources. Findings from the data revealed that the instructional leaders, while receptive to the initiative of utilizing the TCs in the pedagogical process, were unable to speak to how effective its usage was in preparing students for the G4LT. Furthermore, although the devices were somewhat facilitated in the teaching and learning process, the majority of instructional leaders did not use them to teach the components of the examination. Finally, results suggested that the usage of the TC as an instructional tool had encouraged more favourable responses from students in the classroom learning environment. As the first study to investigate the integration of TC to teach literacy in the Jamaican Primary Classroom, the current study provided novel insights and a springboard for more qualitative investigations into this particular phenomenon. It is also anticipated that the emerging data will influence and inform decision making within the Ministry of Education (MoE).
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