Appropriation of Literacy Technologies in the Classroom: Reflections from Creative Learning Design Workshops with Primary School Teachers

Autor/inn/en	Vasalou, Asimina; Vezzoli, Yvonne; Joye, Nelly; Sumner, Emma; Benton, Laura; Herbert, Elisabeth; Gan, Liping
Titel	Appropriation of Literacy Technologies in the Classroom: Reflections from Creative Learning Design Workshops with Primary School Teachers
Quelle	In: Journal of Research in Reading, 45 (2022) 3, S.324-341 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasalou, Asimina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12390
Schlagwörter	Elementary School Teachers; Professional Development; Educational Technology; Literacy; Technology Uses in Education; Reading Skills; Educational Games; Electronic Publishing; Handheld Devices; Learning Activities + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading skill; Lesefertigkeit; Educational game; Lernspiel; Elektronisches Publizieren; Lernaktivität
Abstract	Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envision learning and teaching with two distinct technologies designed to support children's reading skills: a game and an e-reader. Employing systematic qualitative content analysis, we compared LDs developed by teachers for each technology. Results: Our study shows that while principles of teacher instruction are consistently incorporated across the LDs, the design of each technology plays an important role in how teachers plan their students' learning and focal reading skills. Further, teachers' perception of the technology is as important as the features of the design. Compared with the e-reader, the game is perceived as an individual practice activity with less opportunities to learn with peers. Finally, across both technologies, teachers envision supporting additional literacy skills, beyond those designed in the technology, highlighting the importance of explicitly facilitating LDs intended to foster within-subject learning. Conclusions: These findings raise a new set of considerations on how to support teachers to design literacy learning and teaching activities with technology, and also offer a new methodological approach to facilitate LDs in future research and teacher training. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01