Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies
Abstract
Reference
Groth, L., Dunlap, K., & Kidd, J. (2007). Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386. http://dx.doi.org/10.1080/19388070709558476
Journal
Reading Research and Instruction
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
- Elementary
- Secondary
Research Location Context
Preservice Participants
Preservice Sample Size
63
Other Participant Data
- Inservice Teachers
- Mentors (experienced teachers)
- PT3 Project
- University Supervisor(s)
Duration of Data Collection
Data Sources
- Course evaluations
- lesson plans
- meeting notes
- Questionnaires
- Syllabi (pre-project & project)
Data Analysis Tools
- Constant comparative analysis
- cross-case analysis
- Descriptive Analysis
Researcher Positionality
Research Questions
"In what ways did the integration of technology-based practices into literacy methods courses change as a result of faculty's participation in the PT3 program?" (p. 367)
Is this research question explicit from the manuscript? Yes
"What were the preservice teachers' perceptions of the efforts to integrate technology-based activities and assignments into literacy method courses?" (p. 367)
Is this research question explicit from the manuscript? Yes