Teachers Enacting a Technology-Rich Curriculum for Emergent Literacy
ARTICLE
Amina Cviko, Susan McKenney, Joke Voogt
Educational Technology Research and Development Volume 60, Number 1, ISSN 1042-1629
Abstract
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils' engagement and teachers' technology integration within PictoPal. Interviews were used to examine teachers' perceptions. Pupils' emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners. (Contains 7 figures and 7 tables.)
Citation
Cviko, A., McKenney, S. & Voogt, J. (2012). Teachers Enacting a Technology-Rich Curriculum for Emergent Literacy. Educational Technology Research and Development, 60(1), 31-54. Retrieved March 19, 2024 from https://www.learntechlib.org/p/67670/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Achievement Gains
- case studies
- Computer Assisted Instruction
- Control Groups
- Correlation
- Curriculum Implementation
- Developmentally Appropriate Practices
- educational technology
- Emergent Literacy
- Experimental Groups
- Foreign Countries
- Interviews
- kindergarten
- Preschool Teachers
- Quasiexperimental Design
- teacher attitudes
- teaching methods
- technology integration
Cited By
View References & Citations Map-
Transformation or Resistance? A Case Study of Pre-Service Teachers Engaged in Technology Integration
Leticia De Leon, Janet Martinez, Zulmariz Diaz & Michael Whitacre, University of Texas Rio Grande Valley, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1785–1792
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.