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Title: Teachers as co-designers of technology-rich learning activities for emergent literacy
Authors: Cviko, Amina
McKenney, Susan
Voogt, Joke
Keywords: collaborative design
Issue Date: 2015
Citation: Cviko, A,, McKenney, S., & Voogt, J. (2015). Teachers as co-designers of technology-rich learning activities for emergent literacy. Technology, Pedagogy and Education, 24(4), 443-459. DOI: 10.1080/1475939X.2014.953197.
Abstract: Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes.
Appears in Collections:1. FEEEL Publications, books and conference papers

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