The Multiple Ways Technology Supports Pre-service Teacher Education: A Foray into Multimedia Literacies
Abstract
In this paper, we discuss what happens when multimedia-technologies and new literacies are integrated into teacher-education literacy methods courses. Within two linked methods courses, in which pre-service teachers tutored elementary students, we examined situated, technology-related behaviors and how these behaviors impacted pre-service teachers' learning and instructional practices. Using the constant-comparative method, we identified seven patterns in the data related to ways in which the meanings of technology-related behaviors must be negotiated between users and teachers.
Reference
King, J., Scheider, J.J., Kozdras, D., Minick, V., Welsh, J. Brindley, R., Feger, M.V., & Kirby, A. (2013). The Multiple Ways Technology Supports Pre-service Teacher Education: A Foray into Multimedia Literacies. Journal of Reading Education, 38 (3), 14-20.
Journal
Journal of Reading Education
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
- Design Development
- Grounded theory
- Qualitiative
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
140
Duration of Data Collection
Data Sources
- Audio recordings
- course materials
- fieldnotes
- Focus group interviews
- Interviews
- Video
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What happens when multimedia-technologies and literacies are integrated into teacher education?
Is this research question explicit from the manuscript? Yes