Work Samples and Video Cases as a Window on Teachers’ Inquiry Into Technology-Enhanced Literacy Learning in Primary Classrooms

• In Event: Developing Preservice Teachers’ Technological Pedagogical Content Knowledge With Digital Technologies and Communities of Practice

Abstract

The purpose of this paper is to present findings of a longitudinal study of technology integration to support literacy learning in selected Irish primary/elementary schools. Work samples and video-cases from 24 teachers in ten selected schools serve as illustrative case studies on the dynamics of teacher inquiry. The case studies provide data on how teachers constructed an understanding of the dynamics of teacher inquiry. Framed within a socio-cultural perspective, the study highlights the value of work samples and video-cases in providing a lens on teachers’ professional inquiry. Further, it draws attention to the value of this relatively low-cost means of implementing an inquiry model and its potential role in scaling-up educational technology at system level.

Authors

• Paul F. Conway, University College Cork

• Regina M. Murphy, Saint Patrick's College, Dublin City University