Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
ARTICLE
Amina Cviko, Susan McKenney, Joke Voogt
Technology, Pedagogy and Education Volume 24, Number 4, ISSN 1475-939X
Abstract
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi-experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes.
Citation
Cviko, A., McKenney, S. & Voogt, J. (2015). Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy. Technology, Pedagogy and Education, 24(4), 443-459. Retrieved March 19, 2024 from https://www.learntechlib.org/p/175244/.
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Keywords
- academic achievement
- case studies
- Classroom Observation Techniques
- Control Groups
- Cooperative Planning
- curriculum design
- Curriculum Implementation
- Emergent Literacy
- Experimental Groups
- Fidelity
- Foreign Countries
- Group Dynamics
- Intervention
- Interviews
- kindergarten
- leadership
- Learning Activities
- ownership
- Preschool Teachers
- Pretests Posttests
- student teachers
- teacher attitudes
- Teacher Developed Materials
- Teacher Role
- teamwork
- technology integration
- Technology Uses in Education
Cited By
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Make it real: Designing authentic online GIS learning for a K12 audience
Aaron Doering & Jeni Henrickson, University of Minnesota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 326–337
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