Literacy Teacher Preparation for Technology Integration: A Design Experiment
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| Title: | Literacy Teacher Preparation for Technology Integration: A Design Experiment |
|---|---|
| Language: | English |
| Authors: | Poonam Arya (ORCID |
| Source: | Journal of Digital Learning in Teacher Education. 2024 40(1):21-40. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Electronic Books, Electronic Learning, Literacy Education, Educational Technology, Teacher Competencies, Technology Integration, Teacher Education Programs, Teaching Methods, Modeling (Psychology), Reading Material Selection |
| DOI: | 10.1080/21532974.2023.2275781 |
| ISSN: | 2153-2974 2332-7383 |
| Abstract: | Using formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers' (PTs') preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor's pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT's practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406758 |
| Database: | ERIC |
| Abstract: | Using formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers' (PTs') preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor's pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT's practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices. |
|---|---|
| ISSN: | 2153-2974 2332-7383 |
| DOI: | 10.1080/21532974.2023.2275781 |
