Designing for Purpose-Driven Technology Use Among Preservice English Teachers

View Sample PDF

Author(s): Jennifer M. Higgs (University of California, Davis, USA)
Copyright: 2020
Pages: 28
Source title: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
Source Author(s)/Editor(s): Pamela M. Sullivan (James Madison University, USA), Jessica L. Lantz (James Madison University, USA)and Brian A. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-7998-0246-4.ch023

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

Purchase

View Designing for Purpose-Driven Technology Use Among Preservice English Teachers on the publisher's website for pricing and purchasing information.

Abstract

This chapter reports on a case study of a 12-week technology course for preservice English language arts teachers in which the teacher educator attempted to shift away from tool-centric approaches by foregrounding purpose-driven tool use and project-based learning experiences. Findings from analyses of classroom, interview, and survey data suggested that specific design choices helped to promote purpose-driven technology use for literacy learning. These included the instructor's articulation and modeling of a “pedagogy first” stance that centered pedagogical reasons for digital tool use and affordances of digital tools, and the organization of a project-based learning environment that engaged preservice teachers in hands-on exploration of digitally mediated ELA learning through continual cycles of making, sharing, and reflecting on digital artifacts.

The IRMA Community

Research IRM

Designing for Purpose-Driven Technology Use Among Preservice English Teachers

Purchase

Abstract

Related Content

IRMA Sponsors