Technology Integration in Literacy Lessons: Challenges and Successes

Autor/inn/en	Christ, Tanya; Arya, Poonam; Liu, Yu
Titel	Technology Integration in Literacy Lessons: Challenges and Successes
Quelle	In: Literacy Research and Instruction, 58 (2019) 1, S.49-66 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2018.1554732
Schlagwörter	Preservice Teachers; Student Attitudes; Technology Integration; Literacy Education; Reading Instruction; Methods Courses; Educational Technology; Technology Uses in Education; Planning; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Leseunterricht; Methodisch-didaktische Anleitung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ablaufplanung; Planungsprozess; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study used open coding to analyze 662 idea-units that 44 preservice teachers expressed about successes and challenges related to technology integration in literacy lessons in a reading methods class. Data sources included reading responses, self-reflections on videos of their lessons, and Collaborative Peer Video Analysis. Eleven categories emerged, reflecting two themes: (a) technology selection and (b) planning and instructional processes. Relative occurrence of each category was calculated, and categories were mapped onto the Technological, Pedagogical, and Content Knowledge Framework. Preservice teachers' most frequently reported challenges were lesson management/engagement and ineffective teaching methods (36% and 25% of all challenges, respectively). Their most frequently reported success was selecting technology with affordances that supported the lesson objective (47% of all successes). Preservice teachers' knowledge and practices changed over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01