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?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Literacy Education
- technology
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
29
Duration of Data Collection
Data Sources
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