Teachers enacting a technology-rich curriculum for emergent literacy

Amina Cviko*, Susan McKenney, Joke Voogt

*Corresponding author for this work

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    Abstract

    PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/ learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.
    Original languageEnglish
    Pages (from-to)31-54
    Number of pages24
    JournalEducational Technology Research and Development
    Volume60
    Early online date13 Jul 2011
    DOIs
    Publication statusPublished - Feb 2012

    Keywords

    • teachers
    • design

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