Teaching Young Readers to Navigate a Digital Story When Rules Keep Changing

Javorsky, Kristin; Trainin, Guy

doi:10.1002/trtr.1259

Cited by 12 publications

(6 citation statements)

References 8 publications

(8 reference statements)

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“…Three methods were used to support preservice teachers' integration of digital texts and tools in literacy instruction. First, the professor (second author) included readings that presented digital texts or tools and their integration in instruction as models of practices (e.g., Bromley et al, 2014;Cahill & McGill Franzen, 2013;-Dalton, 2014;Dalton & Grisham, 2011;Fisher & Frey, 2015;Hutchison et al, 2012;Hutchison & Woodward, 2014;Javorsky & Trainin, 2014;Kingsley & Tancock, 2014). After reading each article, preservice teachers completed a reader response template that was then used for reference when each reading was discussed as a whole group in class.…”

Section: Setting and Course Descriptionmentioning

confidence: 99%

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

Arya¹,

Christ²,

Wu³

2020

JEL

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This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.

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Section: Setting and Course Descriptionmentioning

confidence: 99%

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

Arya¹,

Christ²,

Wu³

2020

JEL

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“…Στα μέσα της δεκαετίας του 1990, με τον γραμματισμό να εισέρχεται στη νέα ψηφιακή εποχή, άρχισε να δίνεται ιδιαίτερη προσοχή στα πολυμέσα, τα διαδραστικά υπερμέσα και τη μετάβαση από τον γραμματισμό που βασίζεται στα έντυπα μέσα στον γραμματισμό που στηρίζεται στα ψηφιακά κείμενα (New London group, 1996). Οι ψηφιακές ιστορίες, ως εξέλιξη της μεγαλόφωνης ανάγνωσης, συνιστούν εκδοχές παιδικών εικονογραφημένων βιβλίων που παρουσιάζονται στην οθόνη (DeJong & Bus, 2003;Korat & Shamir, 2004), κατασκευάζονται σε ηλεκτρονικό υπολογιστή, tablet, διαδίκτυο, αντιπροσωπεύουν έναν τύπο περιβάλλοντος πολυμέσων όπου το κείμενο, πλήθος οπτικοακουστικών εφέ κι ένας βαθμός αλληλεπιδραστικότητας -χαρακτηριστικά υποστηρικτικά της ιστορίας (Chen, Ferdig, & Wood, 2003;Javorsky & Trainin, 2014;Korat & Shamir, 2004) -συνασπίζονται για να παρέχουν στον χρήστη μια εμπειρία ακρόασης ιστοριών, και υιοθετήθηκαν για να προσελκύσουν τα μικρά παιδιά στην ανάγνωση βιβλίων στον ηλεκτρονικό υπολογιστή.…”

Section: εισαγωγήunclassified

Toddler Engagement in Digital Aloud Reading: The Role of Variations in Designing and Presentation of Digital Stories

Gkantia¹,

Dinas²

2020

MAJESS

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The aim of this study is to examine the influence of design and presentation characteristics of digital stories in the engagement of toddlers in digital aloud reading. The sample was comprised of 26 children of kindergarten and pre-kindergarten age, who, after having been separated in three groups, were presented with the same digital aloud reading, but different variations for each group: interactive presentation, cartoons, static images and oral storytelling. Multi-sensory behaviors and the communication behavior were videotaped during the digital read aloud. The data were aggregated per child in one-minute intervals, examining their simultaneous behavior and they were then consolidated in order to determine the frequency measures of individual toddler behavior per digital read aloud variation/type. The results show that the type influences an array of engagement behaviors in digital read aloud. Looking, touching, moving and gesturing were all significantly different depending on the presentation type of the digital story, whereas no major differences were observed as regards communication behavior.

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“…De Jong and Bus (2003), Javorsky and Trainin (2014) and Korat and Shamir (2004) have classified and quantified the basic and enhanced features of digital storybooks. Most digital stories contain basic features (i.e.…”

Section: Learning In Multimedia Environmentsmentioning

confidence: 99%

Their teacher can't be an app: Preschoolers' listening comprehension of digital storybooks

Paciga

2014

Journal of Early Childhood Literacy

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This study sought to determine the relationship among student-and task-level variables at play in the digital storybook listening experiences of 130 English-speaking preschoolers at risk of reading failure. Specifically, this study investigated the relationship among the (1) features of computer-based electronic storybooks, (2) preschoolers' competency in the task environment, and (3) preschoolers' background knowledge with respect to listening comprehension outcomes following a single digital storybook listening experience. The results indicate significant and strong relationships among the three variables under investigation and their consequent understanding of the digital storybook (i.e. explicit and implicit/inferential content related to the plot). The preschoolers' topic knowledge was the best predictor of comprehension. In addition, the interaction between the features of the e-book and the preschoolers' competency in the task environment also significantly predicted the outcome.

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Teaching Young Readers to Navigate a Digital Story When Rules Keep Changing

Cited by 12 publications

References 8 publications

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

Toddler Engagement in Digital Aloud Reading: The Role of Variations in Designing and Presentation of Digital Stories

Their teacher can't be an app: Preschoolers' listening comprehension of digital storybooks

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