Teachers as co-designers of technology-rich learning activities for early literacy |
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Authors: | Amina Cviko Susan McKenney Joke Voogt |
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Institution: | 1. Curriculum Design &2. Educational Innovation, University of Twente, Enschede, The Netherlandsa.cviko@utwente.nl;4. Educational Innovation, University of Twente, Enschede, The Netherlands |
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Abstract: | 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. |
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Keywords: | teachers co-designers technology integration early literacy |
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