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Teachers Enacting a Technology-Rich Curriculum for Emergent Literacy
ARTICLE

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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 December 10, 2019 from .

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