Abstract
SUMMARY Elementary teachers have a significant responsibility to foster children's abilities to read and write. At the same time, elementary teachers are encouraged to use tool-based technologies such as the World Wide Web, multimedia encyclopedias, and word processors. However, tool-based technologies do not inherently develop children's literacy abilities. The author conducted an ethnographic study in a fourth-grade classroom in order to examine how literacy and tool-based technologies can be integrated. In this report, the author describes the setting that includes an explanation of the instructional approaches and theoretical underpinnings used by the teacher. While many findings emerged, in this paper the author focuses on the successes and challenges the teacher had while integrating literacy and tool-based technologies. The findings empower teachers to consider potential successes and challenges they may have and to decide how they might replicate the successes while addressing or circumventing the challenges.
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