Teachers enacting a technology-rich curriculum for emergent literacy

Cviko, A. and McKenney, S. and Voogt, J. (2012) Teachers enacting a technology-rich curriculum for emergent literacy. Educational technology research and development, 60 (1). 31 - 54. ISSN 1042-1629

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Abstract:	PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners
Item Type:	Article
Copyright:	© Springer
Faculty:	Behavioural Sciences (BS)
Research Group:	Curriculum Design and Educational Innovation (C&O) Educational Organisation and Management (O&M)
Link to this item:	http://purl.utwente.nl/publications/82035
Official URL:	http://dx.doi.org/10.1007/s11423-011-9208-3
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