An examination of teachers' planning processes as they seek to integrate technology into literacy instruction

dc.contributor.advisor Amy C. Hutchison
dc.contributor.author Woodward, Lindsay
dc.contributor.department Education
dc.date 2018-08-11T14:35:22.000
dc.date.accessioned 2020-06-30T03:02:19Z
dc.date.available 2020-06-30T03:02:19Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 2016
dc.date.embargo 2001-01-01
dc.date.issued 2016-01-01
dc.description.abstract <p>This study examined the processes used by literacy teachers when planning to integrate technology into their instruction and the usefulness of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014a) for framing teachers’ planning processes. Three participants from a larger technology integration project completed a think-aloud session as they planned an upcoming literacy lesson in which they anticipated using technology. This study was designed as a think-aloud study (Pressley & Afflerbach, 1995; Cho & Woodward, 2014) with extensive complementary data (Cho, 2014; Coiro & Dobler, 2007; Zhang & Duke, 2011). In addition to concurrent and retrospective verbal protocols, data sources included: interviews, surveys and questionnaires, observations, and documents and photos. Analysis of data collected from these sources was conducted in two cycles, open-ended coding (Corbin & Strauss, 2008) then hypothesis coding (Saldaña, 2016). Findings indicated that participants utilized pedagogical content knowledge and technological pedagogical content knowledge in different ways when planning. Notably, misunderstandings about content knowledge may be somewhat accommodated by integrating technology into literacy instruction. Further, teachers each had different stances towards integrating technology that influenced their planned instruction. Finally, while most elements of the TIPC were found in the participants’ planning, teachers varied in their ability to focus on the instructional goal. Conceptual, methodological, and instructional implications are discussed.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/15220/
dc.identifier.articleid 6227
dc.identifier.contextkey 8943351
dc.identifier.doi https://doi.org/10.31274/etd-180810-4820
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/15220
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/29403
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/15220/Woodward_iastate_0097E_15536.pdf|||Fri Jan 14 20:37:45 UTC 2022
dc.subject.disciplines Education
dc.subject.disciplines English Language and Literature
dc.subject.keywords Education
dc.subject.keywords lesson planning
dc.subject.keywords literacy instruction
dc.subject.keywords new literacies
dc.subject.keywords teacher thinking
dc.subject.keywords TPACK
dc.subject.keywords verbal reporting
dc.title An examination of teachers' planning processes as they seek to integrate technology into literacy instruction
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.discipline Education
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
File
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Woodward_iastate_0097E_15536.pdf
Size:
1.46 MB
Format:
Adobe Portable Document Format
Description: