DIGITAL TOOLS AND YOUNG ADULT LITERATURE IN A HIGH SCHOOL CLASSROOM: AN EXPLORATORY STUDY

Abstract

This qualitative exploratory case study looks at how high school students utilized technology in connection with the reading of young adult literature and is viewed through two frameworks: Technological Pedagogical Content Knowledge (TPCK) and new literacies/multimodalities. The guiding research questions for this dissertation are as follows: how does 21st-century technology impact students’ learning and literacy development, and how do digital tools facilitate or constrain learning and engagement? I present the argument that particular approaches that utilize technology benefit readers in a variety of ways using four high school students as case studies. Findings of this study indicate that when students are given the opportunity to engage with digital tools of their choice during the reading process, comprehension and engagement increase, they are more motivated to read, and literacy and 21st-century skills improve. Implications of this study for teachers include best methods for utilizing digital tools to engage students in the language arts classroom, and implications for high school students are that the tools they use and their learning styles are valued.