Teachers as co-designers of technology-rich learning activities for early literacy

Amina Cviko, Susan McKenney, Joke Voogt

Research output: Contribution to journalArticleAcademicpeer-review

14 Citations (Scopus)


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
Original languageEnglish
Pages (from-to)443-459
JournalTechnology, pedagogy and education
Issue number4
Publication statusPublished - 1 Sep 2015


  • METIS-304902
  • IR-91684


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