Teachers enacting a technology-rich curriculum for emergent literacy

Amina Cviko, Susan McKenney, Joke Voogt

Research output: Contribution to journalArticleAcademicpeer-review

24 Citations (Scopus)
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Abstract

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners
Original languageEnglish
Pages (from-to)31-54
Number of pages14
JournalEducational technology research and development
Volume60
Issue number1
DOIs
Publication statusPublished - 2012

Keywords

  • METIS-282707
  • IR-82035

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