ABS144 - Teacher candidates’ enactment of a technology-enhanced literacy curriculum: A CHAT lens - Board 10
11:00 AM, Mercredi 30 Août 2017 (1 heure)
Convention Center - 2000 A
STELLAR (Strategies for English Language Learning and Reading) is a technology-enhanced literacy curriculum with a focus on emergent literacy of Singapore elementary students to promote higher order thinking skills. The goal of this study is to understand better the factors that influence teacher technology integration within the STELLAR curriculum. Drawing upon Cultural-Historical Activity Theory (CHAT), this case study uses dialectical logic to frame the analysis of two teacher candidates’ technology integration within STELLAR. In order to clarify the meaning of an observation by understanding of classroom activities from multiple perspectives, the study entailed multiple interconnected interpretive sources as field notes, audio- and videotaped recording, lesson plans, surveys, interviews, and teacher candidates’ reflection papers and teaching metaphors. A comparative method was adopted to compare two cases with each other. In addition to the constant comparative method, CHAT was employed to analyze literacy practices in two teacher candidates’ classrooms. Findings suggest that effective technology integration is related to two aspects: (1) building shared goals with students and (2) teachers’ own learning experiences through participating in shared, joint literacy activities. Being able to articulate these aspects is an important step in helping teacher candidates become designers beyond delivering given a technology-enhanced literacy curriculum.