Research Repository

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Vasalou, Asimina and Vezzoli, Yvonne and Joye, Nelly and Sumner, Emma and Benton, Laura and Herbert, Elisabeth and Gan, Liping (2022) 'Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers.' Journal of Research in Reading, 45 (3). pp. 324-341. ISSN 0141-0423

[img]
Preview
Text
Journal Research in Reading - 2022 - Vasalou - Appropriation of literacy technologies in the classroom reflections from-1.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (12MB) | Preview

Abstract

Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envision learning and teaching with two distinct technologies designed to support children's reading skills: a game and an e-reader. Employing systematic qualitative content analysis, we compared LDs developed by teachers for each technology. Results: Our study shows that while principles of teacher instruction are consistently incorporated across the LDs, the design of each technology plays an important role in how teachers plan their students' learning and focal reading skills. Further, teachers' perception of the technology is as important as the features of the design. Compared with the e-reader, the game is perceived as an individual practice activity with less opportunities to learn with peers. Finally, across both technologies, teachers envision supporting additional literacy skills, beyond those designed in the technology, highlighting the importance of explicitly facilitating LDs intended to foster within-subject learning. Conclusions: These findings raise a new set of considerations on how to support teachers to design literacy learning and teaching activities with technology, and also offer a new methodological approach to facilitate LDs in future research and teacher training.

Item Type: Article
Uncontrolled Keywords: instructional design; literacy technology; teacher professional development; learning design; design methods
Divisions: Faculty of Science and Health
Faculty of Science and Health > Health and Social Care, School of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 30 Aug 2022 13:26
Last Modified: 30 Aug 2022 13:26
URI: http://repository.essex.ac.uk/id/eprint/33321

Actions (login required)

View Item View Item