ERIC Number: EJ1090443
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2153-2974
EISSN: N/A
Preservice Teachers Experience Reading Response Pedagogy in a Multi-User Virtual Environment
Dooley, Caitlin McMunn; Calandra, Brendan; Harmon, Stephen
Journal of Digital Learning in Teacher Education, v30 n4 p121-130 2014
This qualitative case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). Participants re-created and responded to scenes from selected works of children's literature in Second Life as a way to investigate reader response pedagogy in question. We found that, consistent with Harris, Mishra, and Koehler's (2009) TPACK activity types, these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Descriptors: Preservice Teachers, Reader Response, Computer Simulation, Simulated Environment, Childrens Literature, Technological Literacy, Pedagogical Content Knowledge, Technology Integration, Language Arts, Elementary School Teachers, Reading Teachers, Student Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A