Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading

Abstract

This mixed-methods study explored effects of participation in a required course integrating educational media and technology with literacy instruction on preservice teachers’ (PST) perceptions of their knowledge of technology, its usefulness in teaching and learning, and understanding of ways to use technology in teaching literacy. Survey findings showed moderate to large effects on PSTs’ (N ¼ 29) perception of their knowledge of and self-efficacy with technology, literacy content knowledge, and intent to integrate technology into future teaching. In lesson plans, PSTs integrated numerous technology devices and educational media while maintaining sound literacy instruction. Findings indicate a clear, positive trend in PSTs’ outcomes.

Reference

Paratore, J. R., O’Brien, L. M., Jiménez, L., Salinas, A., & Ly, C. (2016). Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading. Teaching and Teacher Education, 59, 247-260.

Journal

Teaching and Teacher Education

Analysis

Is this article part of a larger project or series of studies?

unclear

Does this study draw on a large, preexisting data set?

Research Approach

mixed methods

Geographic Setting

Massachusetts

Institutional Context

University based

Certification Level

Programatic Focus

Literacy Education
technology

Research Location Context

Literacy methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

Data Sources

artifacts
Survey

Data Analysis Tools

iterative analysis
Paired T-test

Researcher Positionality

inside (staying their own students)

Research Questions

We asked if participation in a literacy methods course that incorporates technology as a fundamental teaching component affected PSTs’: 1. Perceptions of their knowledge about technology and technology in teaching and self-efficacy?
Is this research question explicit from the manuscript? Yes

We asked if participation in a literacy methods course that incorporates technology as a fundamental teaching component affected PSTs’: 2. Perceptions of changes in literacy content knowledge, pedagogical knowledge, and pedagogical content knowledge?
Is this research question explicit from the manuscript? Yes

We asked if participation in a literacy methods course that incorporates technology as a fundamental teaching component affected PSTs’: 3. Capacity to effectively integrate technology while maintaining sound literacy instructional practices?
Is this research question explicit from the manuscript? Yes