How Teachers Plan to Integrate Technology Into Literacy Instruction: A Think-Aloud Study of Planning Processes

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-4 - Technology as an Agent of Change in Teaching and Learning SIG Poster Session

Abstract

This study examined the processes used by literacy teachers when planning to integrate technology into instruction and the usefulness of the Technology Integration Planning Cycle for Literacy and Language Arts (TIPC; Authors, 2014a) for framing teachers’ planning processes. This study was designed as a think-aloud study (Pressley & Afflerbach, 1995) with extensive complementary data (Cho, 2014; Coiro & Dobler, 2007; Zhang & Duke, 2011). Findings indicated that misunderstandings about content knowledge may be somewhat accommodated by integrating technology into literacy instruction. Further, teachers each had different stances towards integrating technology that influenced their planned instruction. Finally, while most elements of the TIPC were found in the participants’ planning, teachers varied in their ability to focus on the instructional goal.

Authors

• Lindsay Woodward, Drake University

• Amy Carter Hutchison, George Mason University