Teachers enacting a technology-rich curriculum for emergent literacy |
| |
| Authors: | Amina Cviko Susan McKenney Joke Voogt |
| |
| Institution: | (1) Department of Curriculum Design and Educational Innovation, University of Twente, Enschede, The Netherlands |
| |
| Abstract: | PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study
design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning,
technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration
within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in
a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related
to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations;
and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental
group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners
engaged to a higher extent with PictoPal than junior kindergarteners. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
