Pre-Service Teachers' Perception of and Technology Competency at Creating and Using E-Picture Books

Autor/inn/en	Park, Yong Joon; Yang, Youjin
Titel	Pre-Service Teachers' Perception of and Technology Competency at Creating and Using E-Picture Books
Quelle	In: International Education Studies, 6 (2013) 4, S.124-133 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; Undergraduate Study; Early Childhood Education; Technological Literacy; Competence; Picture Books; Electronic Publishing; Student Developed Materials; Online Surveys; Statistical Analysis; Visual Aids; Teaching Methods; Emergent Literacy; Technology Integration; Qualitative Research; Case Studies + Suchen Sie Ihr Suchwort? Grundstudium; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technisches Wissen; Kompetenz; Picture book; Bilderbuch; Elektronisches Publizieren; Statistische Analyse; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	This study investigated pre-service teachers' perception of and technology competency in creating and using e-picture books in their future classrooms. Participants were 114 pre-service teachers in a required Early Childhood Education undergraduate course at a mid-western university in the United States. As part of the course assignments, participants created an e-picture book using PowerPoint and participated in an online survey through Qualtrics. The questionnaire consisted of three parts with questions about the teachers' perspectives on technology use, the teachers' recognition of technology competency, and their beliefs about e-picture book use for their teaching career. The collected quantitative data were analyzed through the analysis software provided by Qualtrics and qualitative data were analyzed according to coding methods suggested by Huberman and Miles (1994). Findings implied that instruction in creating e-picture books using PowerPoint may help pre-service teachers understand the necessity of technology-supported material and technology-supported intervention in emergent literacy. These results can be used to further improve teacher education and to activate technology-supported emergent literacy education. Suggestions for future research are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01