A Planning Cycle for Integrating Digital Technology Into Literacy Instruction

Hutchison, Amy; Woodward, Lindsay

doi:10.1002/trtr.1225

Cited by 91 publications

(88 citation statements)

References 21 publications

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“…Yet, despite its central connection to subject content, few studies (e.g. Agyei & Voogt, 2014;Hutchinson & Woodward, 2014;Jimoyiannis, 2010) have examined how TPACK can be elaborated for specific learning domains. At the same time, we know that the pre-service experiences of teachers are crucial for shaping ICT attitudes, skills and habits in new teachers.…”

Section: Tpack and Early Literacymentioning

confidence: 99%

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

Voogt

McKenney

2016

Technology, Pedagogy and Education

192

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This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that, currently, very little attention is specifically given to the knowledge that teachers need to foster early literacy through the use of technology. This is due to multiple factors, including the conviction that many new technologies (e.g. tablets) are not used much in schools. Additionally, teacher educators themselves struggle with effective use of technology in their own courses. And although technological and early literacy specialists are available in teacher training colleges, pre-service educators note a distinct lack of integrated expertise in their institutions. Based on these findings, recommendations are given for research, policy and practice.

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Section: Tpack and Early Literacymentioning

confidence: 99%

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

Voogt

McKenney

2016

Technology, Pedagogy and Education

192

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“…Öğretmenin teknolojinin sınıfa entegresinde merkezi bir rol oynadığı (Chen, Looi ve Chen, 2009) unutulmamalıdır. Öğretmenlerin bu olanakların öğretim sürecine nasıl entegre edileceğini düşünmeleri kritik önem taşımaktadır (Hutchison ve Woodward, 2014). Dil öğretmenlerinin% 82'si mesleki gelişim eksikliğinin teknoloji entegrasyonunun önünde bir engel olduğuna inanmaktadırlar (Hutchison ve Woodward, 2014).…”

Section: El Yazısıyla Tahtada Zorunclassified

EBA’nın Türkçe Dersi Öğrenme Alanlarını Karşılama Yeterliliğine Yönelik Öğretmen Görüşleri

Tanrıkulu

2017

Ana Dili Eğitimi Dergisi

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“…DeFrece (2010) never defined more than two objectives per lesson, stated them in the order that they will be measured, or used icons throughout his actual lesson plans to represent those objectives, and he formally measured each objective only once. Hutchison and Woodward (2014) also suggested an objective-first model for implementing digital tools into daily lessons. Moss and Brookhart (2012) acknowledged the need for objectives in the lesson planning process with guidance in their book for writing learning targets, which are objectives that are no longer teacher-centered but learner-centered.…”

Section: Literature Reviewmentioning

confidence: 99%

Lesson Plans: Format and Use During Classroom Instruction

Shimmel¹,

Columba²

2016

UCER-A

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The purpose of this study is to determine the lesson plan format, which the in-service teachers are using to develop their lesson plans, and how they are using their lesson plans during classroom instruction. The participants are in-service secondary teachers at a public high school in the Northeast United States. They represent a variety of subjects taught, years of experience, and education levels. The study includes three instruments for data collection: a nine-question survey, a four-question interview, and lesson plans from various teachers at the high school. These instruments were used to ascertain trends in the lesson planning process and format among the faculty at this high school. The data identify four elements of lesson plans that are crucial to a successful planning process: objectives, questions to ask students, materials, and an explanation of the warm-up activity. All of these elements share a common theme: practicality. When teachers include these things, they are the most useful during classroom instruction. This study acts as a springboard to further comparative studies, investigations of alternative methods of planning, and research into the impact of higher education on future teachers.

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A Planning Cycle for Integrating Digital Technology Into Literacy Instruction

Abstract: The Technology Integration Planning Cycle is a guide to help teachers integrate digital technology into literacy instruction in meaningful ways A P L A N N I NG C YC LE FOR I N T EGR AT I NG DIGI TA L T EC H NOLO G Y I N TO L I T E R AC Y I NST RUC T ION

Cited by 91 publications

References 21 publications

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

EBA’nın Türkçe Dersi Öğrenme Alanlarını Karşılama Yeterliliğine Yönelik Öğretmen Görüşleri

Lesson Plans: Format and Use During Classroom Instruction

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