Direct Vocabulary Instruction at Work: An Implementation Strategies Analysis

• In Event: Print to Digital in the Language Arts: Small-Scale Studies of Digital Innovation

Abstract

Purpose: Educators widely agree that professional development (PD) is an important component in the transition from print-based to digital teaching in language and literacy. In general, studies are encouraging and help to define some relevant elements of basic PD design (e.g., links to school wide instructional improvement; includes coaching; engages teachers in examination of student work; involves principal) (Quint, 2011; Kazemi & Hubbard, 2008). Few studies, however, have directly assessed the impact of PD on teachers’ implementation of technological pedagogical content knowledge in classrooms (Fixsen, et.al, 2005). To effectively teach with technology, teachers may need an “extra layer” of PD that includes technology-enhanced lesson design and enactment (Voogt, Fisser, Roblin, Tondeur & Braak, 2012). While the basics of effective PD still apply (knowledge + demonstration + practice + feedback), they may need to be upgraded to meet the demands of digital teaching in mobile learning environments (International Literacy Association, 2009). This study identifies and describes factors of PD that appear to support or impede implementation of a digital innovation in an urban elementary school.

Method: A descriptive research design was used to identify and assess impact factors of professional development designed to guide digital teaching of the language arts. Participants included 16 experienced teachers (14 females; 2 males, averaging 16 years of teaching) who taught language arts in grades K-5. Survey, interview and observational tools were used to collect data on teachers’ perceptions of their technology knowledge (TPACK), evaluation of PD sessions (Survey Monkey), the extent and quality of digital teaching implementation (observational protocols) and impact on their teaching (structured interview). Interview data were content analyzed; descriptive statistics summarized observational data; a paired sample t-test was applied to pre/post TPACK survey responses. Data sources were triangulated to identify and assess the impact of influential PD factors.

Results: Analyses revealed five factors supportive of implementation (relevant content; peer demonstration; time to plan; principal support; peer collaboration) and four impeders (insufficient in-classroom assistance; lack of relevant feedback; inconsistent participation in grade level team meetings; insufficient guidance in selecting and using quality digital tools). Teachers’ implementation of digital teaching strategies ranged from 50-75% and varied by classroom. Teachers who consistently participated in team meetings and engaged in a collegial cycle of learn-practice-reflect-revise showed highest levels of implementation. Changes in teachers’ perceptions of their own technology knowledge were significant.

Significance: Professional development is essential in a rapidly changing digital educational environment and increasingly under pressure to help teachers become more proactive in their own learning and to accelerate their opportunity to learn. The study describes factors that can support or impede PD on digital teaching and underscores the importance of placing adequate emphasis on how to incorporate evidence-based instructional practices in using digital tools.

Authors

• Kathleen A. Roskos, John Carroll University

• Jennifer Moe, John Carroll University

• Ashley Primm