Patterns of Preservice Teachers' Digital Text and Tool Integration in Literacy Instruction

• In Event: Sheraton Roundtable Session 29
  In Roundtable Session: Enhancing Preservice Teachers' Media Literacy and the Use of Technology

Abstract

Twenty-eight preservice teachers’ literacy lesson videos were examined to identify their digital text/tool selection, integration, and students’ learning outcomes for each of 50 instructional objectives. The DigiLit Framework was used to code quality of digital text/tool selection and instructional integration across several criteria for each objective. Gradations of their students’ ability to (a) apply literacy skills/strategies and (b) use relevant digital affordances were also coded. All coding was completed by two authors, with high inter-coder agreement. Consensus codes were used for analysis. Emergent coding and constant comparative methods were used to identify patterns describing how teachers’ digital text/tool selection, integration and student learning intersected. Findings showed four patterns of intersection that provide insights for guiding digital literacies integration.

Authors

• Julie Baxa, Oakland University

• Tanya M. Christ, Oakland University