Preservice Teacher Preparation for Selecting/Integration Digital Texts/Tools in Literacy Instruction: A Formative Design Experiment

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Supporting Preservice Teachers (Table 11)

Abstract

Using formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three semesters to explore and hone preservice-teacher (PT) preparation for selecting and integrating digital texts/tools in literacy instruction. Forty-five PTs in a service-learning course that included a tutoring component participated. Each submitted a video of one tutoring session (45 in all). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across semesters. Findings underscore the importance of design experiments to uncover more effective teacher educator practices (e.g., exploring digital features, video models, etc.) to improve PTs’ digital text/tool selection and integration quality.

Authors

• Poonam Arya, Wayne State University
  Presenting Author

• Tanya M. Christ, Oakland University
  Presenting Author

• Ming Ming Chiu, The Education University of Hong Kong
  Presenting Author

• Pei Li, Oakland University
  Presenting Author