Expert Views on TPACK for Early Literacy: Priorities for Teacher Education

Autor/inn/en	McKenney, Susan; Voogt, Joke
Titel	Expert Views on TPACK for Early Literacy: Priorities for Teacher Education
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 5, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Expertise; Technological Literacy; Pedagogical Content Knowledge; Emergent Literacy; Technology Uses in Education; Delphi Technique; Elementary School Teachers; Preservice Teachers; Preservice Teacher Education; Computer Software; Computers; Technology Integration; Teacher Education Programs; Foreign Countries; Computer Peripherals; Kindergarten; Educational Television; Books; Electronic Publishing; Belgium; Netherlands + Suchen Sie Ihr Suchwort? Expert appraisal; Technisches Wissen; Pädagogische Kompetenz; Frühleseunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Delphi-Methode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Digitalrechner; Ausland; Bildungsfernsehen; Schulfernsehen; Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Belgien; Niederlande
Abstract	Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make effective use of technology for early literacy. Through three rounds of "expert" consultation using a Delphi study approach, key priorities for the education of lower primary school teachers, especially those teaching kindergarten, were articulated. The results of the Delphi study show expert consensus on the importance of educating pre-service teachers about: electronic books and educative television; explicit goals and task-focused instructions using specific tools; how to shape technology-rich classroom interactions; and how to integrate computer activities in language teaching. Experts stress the importance of developing age-appropriate teaching skills and critical consideration of the value of technologies for specific learning goals. When this critical stance is lacking (e.g., using technology for entertainment, or substitution of existing activities), they recommend against technology use in kindergarten. These findings can help teacher education programs offer pre-service teachers adequate opportunities to develop the technological, pedagogical, and content knowledge needed for effectively using technology in the domain of early literacy (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01