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ERIC Number: EJ1075415
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1475-939X
Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
Cviko, Amina; McKenney, Susan; Voogt, Joke
Technology, Pedagogy and Education, v24 n4 p443-459 2015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A