Teacher roles and pupil outcomes in technology-rich early literacy learning

Amina Cviko

Research output: ThesisPhD Thesis - Research UT, graduation UTAcademic

Abstract

This dissertation focused on involvement of kindergarten teachers in curriculum (design and) implementation of PictoPal activities. PictoPal refers to ICT-rich on- and off-computer activities for early literacy. Teachers in this study were involved in three different roles: executor-only, re-designer, and co-designer. In the executor-only role teachers were not involved in design, they implemented ready-made PictoPal activities in their classes. The re-designer and co-designer roles involved teams of teachers in a purposeful act of adjusting, respectively designing new ICT-rich activities and materials and implementing them. The research question guiding this study was: “Which teacher role (executor-only, re-designer, or co-designer) contributes most to the effectiveness of an ICT-rich learning environment for early literacy?”. To address this question four different case studies were executed using a case-study approach. Each case study focused on a particular teacher role. A cross-case analysis was applied in the fourth study to compare three different cases with each other on a common set of measures: teacher perceptions about their role, curriculum practicality, co-ownership, integration of on- and off-computer activities, and pupil learning. The findings of this study showed that each teacher role (executor-only, re-designer, and co-designer) contributes significantly to the effectiveness of ICT-rich early literacy learning activities. Significant differences in integration of the on- and off-computer activities were found between the three teacher roles. Teachers as co-designers showed highest extent of integration. Across teacher roles, pupil learning outcomes were not straightforwardly related to the extent of integration. However, teachers as co-designers felt a sense of co-ownership towards PictoPal, which yielded high degrees of integration and willingness to extend implementation of PictoPal beyond the research context. Based on this study, it can be recommended that schools who wish to support early literacy development in kindergarteners can benefit from engaging their teachers in collaborative design of ICT-rich activities.
LanguageEnglish
Awarding Institution
  • University of Twente
Supervisors/Advisors
  • Pieters, Julius Marie, Supervisor
  • Supervisor
  • McKenney-Jensh, Susan E., Advisor
Award date19 Dec 2013
Place of PublicationEnschede
Publisher
Print ISBNs9789036518550
DOIs
Publication statusPublished - 19 Dec 2013

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teacher's role
pupil
literacy
learning
teacher
kindergarten teacher
curriculum
earning a doctorate
learning environment

Keywords

  • IR-88947
  • METIS-301474

Cite this

Cviko, Amina. / Teacher roles and pupil outcomes in technology-rich early literacy learning. Enschede : Universiteit Twente, 2013. 148 p.
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Teacher roles and pupil outcomes in technology-rich early literacy learning. / Cviko, Amina.

Enschede : Universiteit Twente, 2013. 148 p.

Research output: ThesisPhD Thesis - Research UT, graduation UTAcademic

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AB - This dissertation focused on involvement of kindergarten teachers in curriculum (design and) implementation of PictoPal activities. PictoPal refers to ICT-rich on- and off-computer activities for early literacy. Teachers in this study were involved in three different roles: executor-only, re-designer, and co-designer. In the executor-only role teachers were not involved in design, they implemented ready-made PictoPal activities in their classes. The re-designer and co-designer roles involved teams of teachers in a purposeful act of adjusting, respectively designing new ICT-rich activities and materials and implementing them. The research question guiding this study was: “Which teacher role (executor-only, re-designer, or co-designer) contributes most to the effectiveness of an ICT-rich learning environment for early literacy?”. To address this question four different case studies were executed using a case-study approach. Each case study focused on a particular teacher role. A cross-case analysis was applied in the fourth study to compare three different cases with each other on a common set of measures: teacher perceptions about their role, curriculum practicality, co-ownership, integration of on- and off-computer activities, and pupil learning. The findings of this study showed that each teacher role (executor-only, re-designer, and co-designer) contributes significantly to the effectiveness of ICT-rich early literacy learning activities. Significant differences in integration of the on- and off-computer activities were found between the three teacher roles. Teachers as co-designers showed highest extent of integration. Across teacher roles, pupil learning outcomes were not straightforwardly related to the extent of integration. However, teachers as co-designers felt a sense of co-ownership towards PictoPal, which yielded high degrees of integration and willingness to extend implementation of PictoPal beyond the research context. Based on this study, it can be recommended that schools who wish to support early literacy development in kindergarteners can benefit from engaging their teachers in collaborative design of ICT-rich activities.

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