Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy

Autor/inn/en	Cviko, Amina; McKenney, Susan; Voogt, Joke
Titel	Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
Quelle	In: Technology, Pedagogy and Education, 24 (2015) 4, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2014.953197
Schlagwörter	Learning Activities; Emergent Literacy; Technology Uses in Education; Technology Integration; Curriculum Design; Kindergarten; Curriculum Implementation; Case Studies; Cooperative Planning; Teamwork; Teacher Developed Materials; Interviews; Classroom Observation Techniques; Pretests Posttests; Academic Achievement; Intervention; Student Teachers; Control Groups; Experimental Groups; Teacher Attitudes; Teacher Role; Leadership; Group Dynamics; Ownership; Fidelity; Preschool Teachers; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Lernaktivität; Frühleseunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrplangestaltung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schulleistung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerrolle; Führung; Führungsposition; Gruppendynamik; Eigentum; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Niederlande
Abstract	Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi-experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01