Literacy teacher preparation for technology integration: A design experiment

Abstract

AbstractUsing formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers’ (PTs’) preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor’s pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT’s practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices.Keywords: Teacher preparationliteracytechnology selection and integrationpreservice teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by two university grants: one from the School of Education and Human Resources Research Support Committee; and the second from the University Research Committee.Notes on contributorsPoonam AryaPoonam Arya is a Professor of Reading, Language, and Literature at Wayne State University. Her research interests include studying eye movements, retellings, and oral readings of children as they transact with multimodal texts; digital literacies; and collaborative discussions of videos to support teachers’ reflective practice and decision-making processes. She can be reached by email at parya@wayne.edu.Tanya ChristTanya Christ is a Professor of Reading and Language Arts at Oakland University. Her research focuses on early childhood vocabulary, comprehension, and digital literacies learning; issues of educational access and equity; and teacher education. She can be reached by email at christ@oakland.edu.Ming Ming ChiuMing Ming Chiu is Chair Professor of Analytics and Diversity in the Special Education and Counseling Department, and Director of the Assessment Research Center, at The Education University of Hong Kong. He invented statistical discourse analysis and applied these and other advanced statistical methods to learning in educational contexts and beyond. He can be reached at mingmingchiu@gmail.com.Pei LiPei Li is a lecturer of English at Guizhou University, China and currently a post-doc fellow at Oakland University. She teaches courses related to language skills, language and culture, and intercultural communication. Her research interests include studying factors that enhance college students’ independent English as a foreign language reading, impact of virtual literature circles on Chinese students’ English reading, and factors that influence Chinese students’ intercultural communication abilities. She can be reached via email at lipei@oakland.edu.