Examining Preservice Teachers' Knowledge and Action for Digital Literacies Integration

• In Event: 14.027 - Exploring Preservice Teachers' Knowledge and Engagement in Digital Literacies in Multiple Settings

Abstract

This study investigated 30 pre-service teachers’ patterns of difficulties and learning/successes related to digital literacies integration. Emergent coding and constant comparative analysis were used to categorize 413 idea-units that pre-service teachers expressed across their semester-long coursework in a reading methods class. Data sources included reading responses and reflections on videos of their lessons. Two themes (lesson preparation and instructional processes) and 14 categories emerged that reflected the kinds of difficulties and learning/successes that teachers expressed about integrating digital literacies in instruction. These patterns inform aspects of digital literacy integration that need the most attention, such as text/tool selection, and also the need for helping teachers to improve the integration of their technological, pedagogical, and content knowledge to inform lesson decision-making.

Authors

• Tanya M. Christ, Oakland University

• Poonam Arya, Wayne State University

• Wen Wu, Oakland University

• Yu Liu, Oakland University