Teachers as co-designers of technology-rich learning activities for early literacy

Amina Cviko*, Susan McKenney, Joke Voogt

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes.
    Original languageEnglish
    Pages (from-to)443-459
    Number of pages17
    JournalTechnology, Pedagogy and Education
    Issue number4
    Early online date1 Sep 2014
    Publication statusPublished - 2015


    • collaborative design
    • technology


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