Multimodal Playspace and the Promise of Educational Opportunity: Cultivating Productive Literacy Pedagogies of Preservice Teachers

• In Event: 41.043 - Constructing, Collaborating, and Preservice Teacher Learning in Literacy Education

Abstract

Exponential growth in technology drives a shift in literacy practices. Although cheaper online access has risen in recent years, out-of-school access to technology is still far from equal for students in low-income communities. This paper reports on a quantitative study focused on the use of multimodal playspace to cultivate productive literacy pedagogies of preservice teachers. The findings suggest the use of multimodal playspace increased preservice teacher self-efficacy in both the teaching of reading and the integration of technology into that teaching. The use of multimodal playspace to develop productive literacy pedagogies helps to prepare preservice teachers to promote particular types of learning to engage, connect, and empower diverse learners, thus helping to achieve the promise of equal educational opportunity.

Authors

• Julia Hagge, The Ohio State University - Marion

• Sarah E. Pennington, Montana State University