How Digital Reading Differs from Traditional Reading: An Action Research

Autor/inn/en	Yamaç, Ahmet; Öztürk, Ergün
Titel	How Digital Reading Differs from Traditional Reading: An Action Research
Quelle	In: International Journal of Progressive Education, 15 (2019) 3, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Electronic Publishing; Preservice Teachers; Teacher Education Programs; Educational Technology; Technology Uses in Education; Childrens Literature; Instructional Materials; Internet; Access to Information; Printed Materials; Student Research; Search Strategies; Research Skills; Technological Literacy; Foreign Countries; Comprehension; Turkey + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; 'Children''s literature'; Kinderliteratur; Lehrmaterial; Lehrmittel; Studentenforschung; Suchstrategie; Forschungsleistung; Technisches Wissen; Ausland; Verstehen; Verständnis; Türkei
Abstract	The purpose of this research is to examine the insights of preservice teachers' new literacies throughout online research and comprehension. The study is grounded in an online research and comprehension perspective. In the study, the action research design of qualitative approaches was selected as the method. The participants in the research were nine teacher candidates studying in the first year of the Classroom Teacher Education Programme at Erciyes University. The teacher candidates took part in two online research and comprehension tasks about children's literature and teaching materials lasting 28 hours in total. Following, the preservice teachers' perspectives regarding this process were elicited through semi-structured individual interviews. The findings reveal that the internet has resulted in certain changes in the nature of information and learning. During the online research and comprehension process, the preservice teachers employed strategies for information location, determining reliability, reading, and online information synthesising and content creation. Moreover, during this process the preservice teachers developed certain digital skills as well as their online research and technology competencies and awareness of reliable information. All these findings have contributed to the exploration of teacher candidates' new literacy skills, strategies, and dispositions. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01