Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

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Author(s): Meredith J. C. Swallow (University of Maine, Farmington, USA)and Kathryn Will-Dubyak (University of Maine, Farmington, USA)
Copyright: 2020
Pages: 23
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.ch017

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

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Abstract

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

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Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

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