Wondering how iPads measure up as a tool for literacy learning?This fourth-grade teacher explored the use of iPads to help her teach print-based literacy skills while providing students with the opportunity to learn digital literacy skills.
This study explored pre-service teachers' use of Hutchison and Woodward's (2014) Technology Integration Planning Cycle for instructional lesson planning in literacy. Ten pre-service teachers enrolled in a course entitled Literacy Assessment and Instruction II participated. As part of the course, each preservice teacher developed and delivered weekly one-on-one instruction for a child in first through fifth grade. The Planning Cycle was used in an effort to increase pre-service teachers' consideration for the use of digital technology tools. The study was conducted as a case study (Yin, 2009). First, all of the data were read and descriptive notes were written (Patton, 1990) using an inductive approach (Miles & Huberman, 1994). Patterns and themes were identified and the coding scheme refined accordingly. Data sources included: pre-service teacher lesson plans, video recordings of pre-service teacher lessons, audio recordings of a mid-term conference with the instructor, and a final reflection paper. Four themes were identified: (1) conscious planning; (2) poorly defined instructional goals; (3) determining an instructional approach; and (4) decisions about digital technology. A nature of technology framework was used to make further meaning of the results and generate implications for pre-service teacher education.
COVID-19 has forced educators to make rapid changes to their pedagogy in order to shift from face-to-face instruction to online delivery. In this time of rapid change, Kuo and Belland's (Educ Technol Res Dev 64:661-680, 2016) exploratory study that highlights the types of interactions that correlated with African American students' success in an undergraduate course could provide instructors with ideas about how to create more equitable online courses. Thus, this article describes how instructors might consider the cultural and racialized experiences of their students through an asset lens as they design online coursework. Specifically, instructors should attend to students' experiences and determine how students will interact with the content, with the instructor, and with other learners. Implications are described.
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