Teachers enacting a technology-rich curriculum for emergent literacy

Cviko, Amina; McKenney, Susan; Voogt, Joke

doi:10.1007/s11423-011-9208-3

Cited by 43 publications

(28 citation statements)

References 25 publications

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“…There seems to be no relationship between the way teachers develop during implementation (during eight weeks) and the differences found in attainment. This is in line with the finding in the study of Cviko et al (2012) that high integration means do not relate to high pupil learning gains. Both Year 1 and Year 2 activities yielded enhanced early literacy learning gains compared to the control groups.…”

Section: Discussionsupporting

confidence: 92%

“…Prior to Year 1 two teachers (Diana and Fiona) experienced PictoPalimplementation during eight weeks (see also Cviko, McKenney, & Voogt, 2012), two teachers (Mira and Iris) had not experienced PictoPal. Table 3.1 shows an overview of participants in Year 1, their teaching experience in years and experiences with PictoPal prior to Year 1-re-design.…”

Section: Participants and Interventionmentioning

confidence: 99%

“…The study of teacher roles in the design of PictoPal was carried out over three years, involving kindergarten teachers in PictoPal execution-only (Cviko et al, 2012), re-design (Cviko et al, 2013) and co-design. In each study, a particular teacher role was assigned to teachers.…”

Section: Participantsmentioning

confidence: 99%

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Teacher roles and pupil outcomes in technology-rich early literacy learning

Cviko¹

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Section: Discussionsupporting

confidence: 92%

Section: Participants and Interventionmentioning

confidence: 99%

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Teacher roles and pupil outcomes in technology-rich early literacy learning

Cviko¹

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“…grocery lists are 'used' in the store corner; recipes for 'cooking' are followed in the classroom play kitchen, letters to family are mailed, poems are read aloud at circle time; see Figure 1 for a screen capture of the on-computer activity). Previous studies in which teachers were involved during design and implementation of PictoPal material found learning gains in kindergartner understanding of the functions of written language (Cviko, McKenney, & Voogt, 2011;McKenney & Voogt, 2009). Teachers design the contents of the on-computer activities by specifying which written products children make, and the vocabulary words they will use to do so.…”

Section: Introductionmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers' existing orientations with analysis of teachers' design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers' discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers' explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.

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“…However, they do not suggest that a significantly higher extent of on-and off-computer activities is linked to significantly higher pupil learning outcomes. Further details about this sub-study are available in Cviko, McKenney, and Voogt (2012).…”

Section: Sub-study 1: Teacher Role Executor-onlymentioning

confidence: 99%

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

Cviko

McKenney

Voogt

2015

Educational Media and Technology Yearbook

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SummaryThe present study focused on the involvement of Dutch kindergarten teachers in curriculum (design and) implementation of PictoPal activities in three different roles: executor-only, re-designer, and co-designer. PictoPal refers to ICT-rich on-and off-computer activities for early literacy. In the executor-only role, teachers were not involved in design, they implemented ready-made PictoPal activities in their classes. The re-designer and codesigner roles involved teams of teachers in a purposeful act of adjusting, respectively designing and implementing PictoPal. The aim of this study was to understand how teacher roles influence implementation of PictoPal and pupil learning outcomes. Case studies were used to examine each teacher role, and a cross-case analysis was undertaken to compare teacher roles with each other on a common set of measures: teacher perceptions about their role, curriculum practicality, and co-ownership; integration of on-and off-computer activities, and pupil learning. The data was gathered using interviews, checklists, and pre-and post-tests. The findings of this study showed that each teacher role (executor-only, re-designer, and co-designer) contributes significantly to the effectiveness of ICT-rich early literacy learning activities. Significant differences in integration of the on-and off-computer activities were found between the three teacher roles. Teachers as co-designers showed highest extent of integration. Across teacher roles, pupil learning outcomes were not straightforwardly related to the extent of integration. However, teachers as co-designers felt a sense of co-ownership towards PictoPal, which yielded high degrees of integration and willingness to extend implementation of PictoPal beyond the research context. Based on this study, it can be recommended that schools wishing to support early literacy development in kindergarten could responsibly choose to do so by engaging their teachers in collaborative design of ICT-rich activities. 1. BACKGROUND: A STUDY ABOUT TEACHER ROLESThis study is concerned with three roles for teachers in enabling information and communications technology (ICT)-rich early literacy learning: executor-only, redesigner, co-designer. The executor-only role involved teachers in implementing ready-to-use ICT-rich early literacy activities. The re-designer role and the co-designer role each involved teachers in designing activities before implementing them. In the redesigner role, teachers collaboratively adapted ready-to-use activities and materials for their current curriculum. In the co-designer role, teachers collaboratively designed completely new learning activities and materials for their classes. The executor-only role requires teachers to invest time and effort in implementation, the re-and codesigner roles require teachers to invest their time and efforts in collaborative design as well as implementation.

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Teachers enacting a technology-rich curriculum for emergent literacy

Cited by 43 publications

References 25 publications

Teacher roles and pupil outcomes in technology-rich early literacy learning

Teacher roles and pupil outcomes in technology-rich early literacy learning

Understanding decision making in teachers’ curriculum design approaches

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

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