Handbook of Research on Literacy and Digital
Technology Integration in Teacher Education
Jared Keengwe
University of North Dakota, USA Grace Onchwari
University of North Dakota, USA
A volume in the Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series
Published in the United States of America by IGI Global
Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue
Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com
Copyright © 2020 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Library of Congress Cataloging-in-Publication Data
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.
For electronic access to this publication, please contact: [email protected].
Names: Keengwe, Jared, 1973- editor. | Onchwari, Grace, 1972- editor. | Information Science Reference (Publisher) | IGI Global.
Title: Handbook of research on literacy and digital technology integration in teacher education / Jared Keengwe and Grace Onchwari, editors.
Description: Hershey, Pennsylvania : Information Science Reference (an imprint of IGI Global), 2019.
Identifiers: LCCN 2019030931 (print) | LCCN 2019030932 (ebook) | ISBN 9781799814610 (Hardcover) | ISBN 9781799814627 (eBook)
Subjects: LCSH: Teachers--Training of--Research. | Teachers--Training of--Technological innovations. | Educational technology.
Classification: LCC LB1707 .H35434 2019 (print) | LCC LB1707 (ebook) | DDC 371.33--dc23
LC record available at https://lccn.loc.gov/2019030931 LC ebook record available at https://lccn.loc.gov/2019030932
This book is published in the IGI Global book series Advances in Educational Marketing, Administration, and Leadership (AEMAL) (ISSN: 2326-9022; eISSN: 2326-9030)
Advances in Educational Marketing, Administration, and
Leadership (AEMAL) Book Series
With more educational institutions entering into public, higher, and professional education, the educational environment has grown increasingly competitive. With this increase in competitiveness has come the need for a greater focus on leadership within the institutions, on administrative handling of educational matters, and on the marketing of the services offered.
The Advances in Educational Marketing, Administration, & Leadership (AEMAL) Book Series strives to provide publications that address all these areas and present trending, current research to as- sist professionals, administrators, and others involved in the education sector in making their decisions.
Mission
Siran Mukerji IGNOU, India Purnendu Tripathi
IGNOU, India
ISSN:2326-9022 EISSN:2326-9030
• Marketing Theories within Education
• Students as Consumers
• Governance in P-12 and Higher Education
• Educational Management
• Consumer Behavior
• Direct marketing of educational programs
• Advertising and Promotion of Academic Programs and Institutions
• Educational Finance
• Enrollment Management
• Academic Administration
Coverage
IGI Global is currently accepting manuscripts for publication within this series. To submit a pro- posal for a volume in this series, please contact our Acquisition Editors at [email protected] or visit: http://www.igi-global.com/publish/.
The Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series (ISSN 2326-9022) is published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series is composed of titles available for purchase individually; each title is edited to be contextually exclusive from any other title within the series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-educational-marketing-administration-leadership/73677. Postmaster: Send all address changes to above address. © © 2020 IGI Global. All rights, including translation in other languages reserved by the publisher. No part of this series may be reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording, taping, or information and retrieval systems – without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes. The views expressed in this series are those of the authors, but not necessarily of IGI Global.
Titles in this Series
For a list of additional titles in this series, please visit: https://www.igi-global.com/book-series/advances-educational-mar- keting-administration-leadership/73677
Enhancing Teaching and Leadership Initiatives With Teacherpreneurs Emerging Research and Opportunities Pam Epler (Youngstown State University, USA)
Information Science Reference • © 2020 • 150pp • H/C (ISBN: 9781799820741) • US $165.00 Collaborative Strategies for Implementing Equitable Learning Opportunities
Jason Jolicoeur (Washburn University, USA) and Binh Bui (University of Houston, USA) Information Science Reference • © 2020 • 300pp • H/C (ISBN: 9781522593355) • US $185.00 Leveraging Technology to Improve School Safety and Student Wellbeing
Stephanie P. Huffman (Missouri State University, USA) Stacey Loyless (University of Central Arkansas, USA) Shelly Albritton (University of Central Arkansas, USA) and Charlotte Green (University of Central Arkansas, USA) Information Science Reference • © 2020 • 329pp • H/C (ISBN: 9781799817666) • US $195.00
Addressing Multicultural Needs in School Guidance and Counseling Simon George Taukeni (University of Namibia, Namibia)
Information Science Reference • © 2020 • 402pp • H/C (ISBN: 9781799803195) • US $185.00 Emerging Methods and Paradigms in Scholarship and Education Research
Lorraine Ling (La Trobe University, Australia) and Peter Ling (Swinburne University of Technology, Australia) Information Science Reference • © 2020 • 330pp • H/C (ISBN: 9781799810018) • US $195.00
Cases on Global Leadership in the Contemporary Economy
Ivonne Chirino-Klevans (Kenan-Flagler Business School, University of North Carolina, Chapel Hill, USA &
International School of Management, Paris, France)
Business Science Reference • © 2020 • 187pp • H/C (ISBN: 9781522580881) • US $195.00 Strategic Leadership in PK-12 Settings
Johnny R. O’Connor (Lamar University, USA)
Information Science Reference • © 2020 • 291pp • H/C (ISBN: 9781522592426) • US $175.00 Handbook of Research on Social Inequality and Education
Sherrie Wisdom (Lindenwood University, USA) Lynda Leavitt (Lindenwood University, USA) and Cynthia Bice (Miami Dade College, USA)
Information Science Reference • © 2019 • 556pp • H/C (ISBN: 9781522591085) • US $245.00
701 East Chocolate Avenue, Hershey, PA 17033, USA Tel: 717-533-8845 x100 • Fax: 717-533-8661 E-Mail: [email protected] • www.igi-global.com
Editorial Advisory Board
JoachimAgamba,Idaho State University, USA DouglasAgyei,University of Cape Coast, Ghana
LesleyFarmer,California State University, Long Beach, USA
FrederickK.Iraki,United States International University Africa, Kenya KenKungu,Clayton State University, USA
LydiaKyei-Blankson,Illinois State University, USA FredrickNafukho,Texas A&M University, USA RobertOboko,University of Nairobi, Kenya
PatientRambe,Central University of Technology, South Africa JeronoRotich,North Carolina A&T State University, USA PeggySemingson,The University of Texas at Arlington, USA PatrickWachira,Cleveland State University, USA
List of Contributors
Awoyemi, Robert Akinade/Adeyemi Federal College of Education, Nigeria... 321,321
Benedict, Maycie /Indiana University-Purdue University, Columbus, USA... 124
Bippert, Kelli /Texas A&M University, Corpus Christi, USA... 261
Chadha, Anita /University of Houston-Downtown, USA... 300
Creely, Edwin /Monash University, Australia... 359
Dunlap, Karen /Texas Woman’s University, USA... 1
Edge, Christi U./Northern Michigan University, USA... 188
Elwood, Susan A./Texas A&M University, Corpus Christi, USA... 261
Ewing, Payten /Indiana University-Purdue University, Columbus, USA... 124
Fredrickson, Rebecca /Texas Woman’s University, USA... 1
Glass, Wykeshia W./North Carolina Central University, USA... 228
Henriksen, Danah /Arizona State University, USA... 359
Hickman, Desiree G./Jackson State University, USA... 228
Hurlbut, Amanda R./Texas Woman’s University, USA... 1
Kaugi, Ephantus Micheni/Kenyatta University, Kenya... 282
Kellinger, Janna Jackson/University of Massachusetts, Boston, USA... 109,214 Kiai, Alice Wanjira/The Technical University of Kenya, Kenya... 334
Laviers, Kennard /Sul Ross State University, USA... 93
Li, Lan /Bowling Green State University, USA... 245
Limboro, Charity Mukiri/Kenyatta University, Kenya... 282
Liu, Laura B./Indiana University-Purdue University, Columbus, USA... 124
Liu, Xiongyi /Cleveland State University, USA... 245
Maher, Damian /University of Technology Sydney, Australia... 29
Mbugua, Peter Getyngo/United States International University Africa, Kenya... 334
McMahan, Sarah /Texas Woman’s University, USA... 1
Mehta, Rohit /California State University, Fresno, USA... 359
Myers, Aimee /Texas Woman’s University, USA... 1
Otieno, Daniel /Kenyatta University, Kenya... 142
Penland, Jennifer (Jenny) L./Shepherd University, USA... 93
Pride, Kayla /Indiana University-Purdue University, Columbus, USA... 124
Reid, Doug /Thompson Rivers University, Canada... 171
Robertson, Shawn /St. Joseph’s College, USA... 156
Sadat, Bashir /Lehigh University, USA... 78
Vallera, Farah L./Lehigh University, USA... 78
Van Allen, Jennifer /Lehman College, City University of New York, USA... 47
Wachira, Patrick /Cleveland State University, USA... 245
Zygouris-Coe, Vassiliki “Vicky” I./University of Central Florida, USA... 47
Table of Contents
Foreword...xviii Preface... xx Acknowledgment...xxiii Chapter 1
FromStarttoFinish:AProgrammaticApproachtoDigitalLiteracyinTeacherEducation... 1 Amanda R. Hurlbut, Texas Woman’s University, USA
Sarah McMahan, Texas Woman’s University, USA Aimee Myers, Texas Woman’s University, USA Karen Dunlap, Texas Woman’s University, USA Rebecca Fredrickson, Texas Woman’s University, USA Chapter 2
Pre-ServiceTeachers’DigitalCompetenciestoSupportSchoolStudents’DigitalLiteracies... 29 Damian Maher, University of Technology Sydney, Australia
Chapter 3
PreparingTeacherstoIntegrateDigitalToolsThatSupportStudents’OnlineResearchand
ComprehensionSkills... 47 Jennifer Van Allen, Lehman College, City University of New York, USA
Vassiliki “Vicky” I. Zygouris-Coe, University of Central Florida, USA Chapter 4
UsingDesignThinkingPracticestoCreateTechnology-DrivenAdultProfessionalDevelopment
Programs... 78 Farah L. Vallera, Lehigh University, USA
Bashir Sadat, Lehigh University, USA Chapter 5
PerceptionsandNewRealitiesforthe21stCenturyLearner... 93 Jennifer (Jenny) L. Penland, Shepherd University, USA
Kennard Laviers, Sul Ross State University, USA
Chapter 6
DesigningCurricularGamesinTeacherEducation:ExploringanEvolutionofGame-Based
Teaching... 109 Janna Jackson Kellinger, University of Massachusetts, Boston, USA
Chapter 7
HowPaperandDigitalChildren’sBooksSupportStudentUnderstanding... 124 Laura B. Liu, Indiana University-Purdue University, Columbus, USA
Kayla Pride, Indiana University-Purdue University, Columbus, USA Payten Ewing, Indiana University-Purdue University, Columbus, USA Maycie Benedict, Indiana University-Purdue University, Columbus, USA Chapter 8
IntegratingDigitalLiteracyinCompetency-BasedCurriculum... 142 Daniel Otieno, Kenyatta University, Kenya
Chapter 9
StudentAgency:ACreatively-FocusedDigitalCriticalPedagogy... 156 Shawn Robertson, St. Joseph’s College, USA
Chapter 10
IndigenizingandMentoringTechnologyUsageinUndergraduateTeacherEducation... 171 Doug Reid, Thompson Rivers University, Canada
Chapter 11
Access,Opportunity,andCurriculumMakingThroughMultimodalMeaning-Makingand
TechnologyIntegrationinTeacherEducation... 188 Christi U. Edge, Northern Michigan University, USA
Chapter 12
CodingAcrosstheCurriculum:HowtoIntegrateCodingIntoContentAreas... 214 Janna Jackson Kellinger, University of Massachusetts, Boston, USA
Chapter 13
StrategiesforImprovingandModelingDigitalTechnologyandLiteracyIntegration... 228 Wykeshia W. Glass, North Carolina Central University, USA
Desiree G. Hickman, Jackson State University, USA Chapter 14
UnderstandingWeb-BasedPeerAssessmentinTeacherEducation... 245 Xiongyi Liu, Cleveland State University, USA
Lan Li, Bowling Green State University, USA Patrick Wachira, Cleveland State University, USA
Chapter 15
Crab-WalkingintheCrosswalk:AStandardsandCompetencyMatrixUsingISTEEducator
StandardsWithTeacherEducatorTechnologyCompetencies... 261 Susan A. Elwood, Texas A&M University, Corpus Christi, USA
Kelli Bippert, Texas A&M University, Corpus Christi, USA Chapter 16
TechnologyIntegrationinTeacherEducation:ImplicationsforPolicyandCurriculumReform... 282 Charity Mukiri Limboro, Kenyatta University, Kenya
Ephantus Micheni Kaugi, Kenyatta University, Kenya Chapter 17
AddingValue:FosteringStudentDeliberationsAcrossModesofInstructionandInstitutions... 300 Anita Chadha, University of Houston-Downtown, USA
Chapter 18
PerspectivesandImplementationofICTinTeacherEducation... 321 Robert Akinade Awoyemi, Adeyemi Federal College of Education, Nigeria
Robert Akinade Awoyemi, Adeyemi Federal College of Education, Nigeria Chapter 19
TeachingArgumentationinHigherEducation:NarrativesFromCompositionWritingClassrooms
inKenya... 334 Alice Wanjira Kiai, The Technical University of Kenya, Kenya
Peter Getyngo Mbugua, United States International University Africa, Kenya Chapter 20
AProfitableEducation:CounteringNeoliberalismin21stCenturySkillsDiscourses... 359 Rohit Mehta, California State University, Fresno, USA
Edwin Creely, Monash University, Australia Danah Henriksen, Arizona State University, USA
Compilation of References... 382 About the Contributors... 431 Index... 440
Detailed Table of Contents
Foreword...xviii Preface... xx Acknowledgment...xxiii Chapter 1
FromStarttoFinish:AProgrammaticApproachtoDigitalLiteracyinTeacherEducation... 1 Amanda R. Hurlbut, Texas Woman’s University, USA
Sarah McMahan, Texas Woman’s University, USA Aimee Myers, Texas Woman’s University, USA Karen Dunlap, Texas Woman’s University, USA Rebecca Fredrickson, Texas Woman’s University, USA
TheU.S.DepartmentofEducationrecentlyreportedthatsingleeducationaltechnologycoursesarenot
sufficientexperiencestoproperlypreparepreserviceteachersforfuturetechnology-richK-12classrooms.
Rather,continuousexposuretoinstructionaltechnologyismosteffectiveinimprovingattitudesand
beliefstowardtechnologyandsustainingdeeppedagogicalpractice.Itisessentialthatallattemptsto
createdigitallyliterateteachersshouldoriginatefromwithinacohesiveprogramdesignratherthan
throughsingle“drive-by”coursesthatintegratetechnology.Thepurposeofthischapteristodescribe
aprogrammaticapproachusedtodesignacomprehensivedigitalliteracyexperienceforpre-service
teachers(PSTs)usingtheU.S.DOE’srecommendations.Thechapterwilldiscussvariousexamples,
includingspecificcourseassignmentstheEPPusestoguidePSTsastheylearntobecomecompetent
digitallyliterateeducators.Examplesofimplementation,copiesofPSTwork,andreflectivediscussions
continuedchallengestosustainthedesignareincluded.
Chapter 2
Pre-ServiceTeachers’DigitalCompetenciestoSupportSchoolStudents’DigitalLiteracies... 29 Damian Maher, University of Technology Sydney, Australia
Thechapterhastwomainfoci.Thefirstfocusisonthetypesofliteracypracticesneededbyyoung
peopletoworkinacontemporarydigitalenvironment.Policiesthatimpactonthedevelopmentof
digitalliteracydevelopmentareexplored.Theaspectsunderpinningdigitalliteracyareexaminedanda
socioculturalapproachexplained.Aspectsofsafetyandethicsarefocusedon.Thefirsthalfconcludes
bydiscussingdigitalgamesandwaysthesecanbeusedtodevelopdigitalliteraciesinschools.The
secondfocusisonthedigitalcompetenciesthatpre-serviceteacherscandeveloptosupportteaching
ofdigitalliteracies.Differentmodelsfordevelopingdigitalcompetenciesareoutlined.Theaspectof
criticalunderstandingisthenexamined.Thisisfollowedbyexploringdigitalstorytelling.Important
considerationsfordevelopingdigitalcompetencieswithinandbeyonduniversitytrainingareexamined.
Thechapterthenprovidessomesuggestionsforfurtherresearchinthisfield.
Chapter 3
PreparingTeacherstoIntegrateDigitalToolsThatSupportStudents’OnlineResearchand
ComprehensionSkills... 47 Jennifer Van Allen, Lehman College, City University of New York, USA
Vassiliki “Vicky” I. Zygouris-Coe, University of Central Florida, USA
Supportingstudentsinacquiringflexibleskillsforafast-pacedtechnologicalworldisachallenge.Teachers
needaccesstohigh-qualitytrainingandresourcesthatshapeteachers’beliefs,improveself-efficacy,
andbuildpedagogicalknowledgesurroundingtechnologyintegration.Thisqualitativeexploratorycase
studyexploredtheimplementationandchallengesoneteacherfacedwhenusingsmallgroupstodevelop
upperelementarygradestudents’onlineresearchandcomprehensionskills.Usingthechallengesthe
teacherdiscovered,includingtechnologyissues,instructionalchallenges,andstudents’lackofcomputer
knowledge,theauthorsproposeseveralimplicationsforimplementinganinstructionalframeworkto
teachonlineresearchandcomprehensionskillsandprovideeducativecurriculumexamplesforsupporting
teachereducationefforts.
Chapter 4
UsingDesignThinkingPracticestoCreateTechnology-DrivenAdultProfessionalDevelopment
Programs... 78 Farah L. Vallera, Lehigh University, USA
Bashir Sadat, Lehigh University, USA
Instructorsareencouragedtotraintheirstudentstobecreative,criticalthinkers,andinnovativefuture
leaders; unfortunately, most have not been trained in the same way as they are expected to teach.
Instructorsneedtolearnhowtoinspireinnovationand21stcenturyskillsbypracticingandteaching
thoseskillsthemselves.Onewaytodothatisbylearningthedesignthinkingprocess,incorporating
itintoinstruction,andusingittodevelopstudents’knowledge,skills,andattitudes/beliefs(KSABs)
insimilarways.Understandingandemployingthedesignthinkingprocessandcombiningthosetools
withrelevantandauthenticinstructionaltechnologiescanprepareinstructorstodeveloptheskillsof
tomorrow’sworkforce,innovators,andfutureleaders.Thischapterdiscussestheimportanceoftraining
teacherstousethedesignthinkingprocesswhileusingthedesignthinkingprocesstoinstructthem.Best
practicesandexamplesofsuchprofessionaldevelopmentareoffered.
Chapter 5
PerceptionsandNewRealitiesforthe21stCenturyLearner... 93 Jennifer (Jenny) L. Penland, Shepherd University, USA
Kennard Laviers, Sul Ross State University, USA
Ofallthetechnologiesemergingtoday,augmentedreality(AR)standstobeoneof,ifnotthe,most
transformationalinthewayweteachourstudentsacrossthespectrumofagegroupsandsubjectmatter.
Theauthorspropose“bestpractices”thatallowtheeducatortouseARasatoolthatwillnotonlyteach
theprocessesofaskillbutwillalsoencouragestudentstouseARasamotivationaltoolthatallowsthem
todiscover,explore,andperformworkbeyondwhatiscapablewiththisrevolutionarydevice.Finally,
theauthorsprovideandexploretheartificialintelligence(AI)processorsbehindthetechnologiesdriving
downcostwhiledrivingupthequalityofARandhowthisnewfieldofcomputerscienceistransforming
allfacetsofsocietyandmayendupchangingpedagogymoreprofoundlythananythingbeforeit.
Chapter 6
DesigningCurricularGamesinTeacherEducation:ExploringanEvolutionofGame-Based
Teaching... 109 Janna Jackson Kellinger, University of Massachusetts, Boston, USA
Thischapterexplorestheuseofgame-basedteachinginteachereducationcourses.Itcomparesaversion
ofacoursetaughtinatraditionalmannertothegame-basedversion.Itthentracestheevolutionofthe
author’suseofgame-basedteachinganddetailswaystheauthorovercamevariousobstaclesinsubsequent
courses.Indoingso,itdiscussestheaffordancesandconstraintsoflearningmanagementsystemsand
concludesthatsmallchangesinlearningmanagementsystemswouldgreatlyimprovetheabilitytouse
themtocreatecurriculargames.
Chapter 7
HowPaperandDigitalChildren’sBooksSupportStudentUnderstanding... 124 Laura B. Liu, Indiana University-Purdue University, Columbus, USA
Kayla Pride, Indiana University-Purdue University, Columbus, USA Payten Ewing, Indiana University-Purdue University, Columbus, USA Maycie Benedict, Indiana University-Purdue University, Columbus, USA
Thisstudybuildsonpreviousresearchregardingdigitaltextsandlearnerengagementtoprovideinsights
ontheimpactofdigitalandpapertextsonfirst-gradestudentlearning.ThreeformatsofthesameSTEM
children’sbookincluded(1)apaperversionreadbytheteacher;(2)adigitalversionreadasaclassand
facilitatedbytheteacher;and(3)adigitalversionreadindependentlybyindividualstudents,without
the teacher. Mixed methods analysis involved a pre- and post-reading worksheet assessing student
comprehension and concept retention, followed by teacher interviews. Quantitative and qualitative
findingsdemonstratedthevalueofpapertextsreadwithteacherguidancetohighlightkeyconceptsand
sustainstudentfocus.Teacherinterviewsalsonotedthevalueofdigitaltextstoengagestudentinterest,
suggestingthereisapedagogicalplaceforpaperanddigitaltextsintheclassroom.Findingshighlight
thecomplexityoflearnerengagementandneedforthoughtfulpedagogies.
Chapter 8
IntegratingDigitalLiteracyinCompetency-BasedCurriculum... 142 Daniel Otieno, Kenyatta University, Kenya
Thischapterdiscussestheintegrationofdigitalliteracyincompetency-basedcurriculum(CBC).Inthe
introduction,theauthorsdiscussthe21stcenturyskillsandtheirrelevancetothecompetency-based
curriculum.Thediscussionfunnelsfromglobal,regional,andlocalcontexts.Theoreticalperspectives
inICTandtheCBCaredealtwithtoprovideabackground.Multipleapproachesofintegratingdigital
literacywithinthecurriculumarehighlightedlaterinthechapter.Theseissuesarediscussedinthe
lightoftheextantliteratureondigitalliteracyandthecompetency-basedcurriculum.Thediscussion
revolvesaroundthetrends,controversiesofdigitalliteracyintheCBCwithpossiblesolutionsputforth
towardstheendofthechapter.Finally,recommendationsandfutureresearchdirectionsaremade.The
chapterconcludeswithasummaryofthemajorissuesdiscussedinthechapterandrecommendations
forfurtherreading.
Chapter 9
StudentAgency:ACreatively-FocusedDigitalCriticalPedagogy... 156 Shawn Robertson, St. Joseph’s College, USA
Thischapterexploresthetheoreticalideaseducatorsshouldexploreandunderstandinrelationshipto
developingstudentagencyasapedagogy.Italsoexamineshowusingitcanpotentiallyinspiredigital
criticalpedagogy.Theprocessbywhichcertifiedteachersengagedintobecomemoreawareoftheir
owncriticalpedagogyandskilltoimplementstudentagencyisdiscussedthroughoutthechapter.Their
perceptionsofwhatstudentagencyisandshouldbeisexploredalongsideideasforinstitutingcreative
digitalpedagogyandstudentagencyinapracticalfashioninafocalpointofthechapter.
Chapter 10
IndigenizingandMentoringTechnologyUsageinUndergraduateTeacherEducation... 171 Doug Reid, Thompson Rivers University, Canada
Asapartnershipbetweenateachereducationprogramandapublicschool,anintroductorycoursein
educationwasmodernizedtoreflectthecurrenttechnologicalandculturalcontextsoftheteaching
profession.Thiswasdonetoensurethecoursewouldstillbeatransfercreditatotheruniversitiesinthe
regionandtoensureundergraduatestudentswouldreceiveacurrentperspectiveofteachinginCanada.
Theresultofthisinitiativewasthedevelopmentofanundergraduatecourseinfusedwithmodeling
technologyusedinclassroomstodaydesigneduponanindigenouspedagogicalmodel.Intheory,this
allowedthestudentstoexploretheinteractionoftechnology-enabledlearningandindigenouspedagogy.
Inpractice,thisallowedthestudentstolearninalow-riskenvironmentdesignedtoreflectcurrentrealities
andadvancesineducationalpractices.
Chapter 11
Access,Opportunity,andCurriculumMakingThroughMultimodalMeaning-Makingand
TechnologyIntegrationinTeacherEducation... 188 Christi U. Edge, Northern Michigan University, USA
Thischapterdescribesaninvestigationintoexploringmeaningmakingthroughmultimodalliteracy
practicesandtechnologyintegrationforteachereducationwithinthecontextofanonline,secondary
readingcourseforK-12teachers.Throughtheuseofacollaborativeconferenceprotocol,discoursewith
cross-disciplinarycriticalfriends,andvisualthinkingdataanalysisstrategies,ateachereducatorexamined
existingmultimodalliteracypracticesandthenstudiedcourseredesignandtechnologyintegration.
Resultsincluderecognizingopportunitiesfordiverselearnerstoaccessandusepriorknowledgeinthe
constructionofnewknowledge,reframingthecoursedeliveryplatformasamultimodal“text,”increasing
opportunityforlearnerstoconstructandcommunicatecomplexunderstandingsthroughmultimodal
textsandtechnology-infusedassessments,andlearners’curriculummakingthroughtransmediation
mediatedbytechnology.
Chapter 12
CodingAcrosstheCurriculum:HowtoIntegrateCodingIntoContentAreas... 214 Janna Jackson Kellinger, University of Massachusetts, Boston, USA
This chapter explores why teacher educators should teach teachers how to integrate coding across
contentareasandhowtodosobyapplyingconceptsofcomputationalthinkingsuchasusingalgorithms,
flowcharts,andBooleanlogictoallfields.Teachingteachershowtoteachcodingacrossthecontent
areasoffersopportunitiestodiversifypeopleinafieldwhereintimidation,discrimination,andlackof
opportunitieshaseffectivelykeptthefieldofprogramminglargelywhiteorAsianandmale.Inaddition,
asourlivesbecomemoreandmoreinfusedwithtechnology,Rushkoffwarnsthatweeitherlearnhowto
programorbecomeprogrammed.Thismeansthatnoteveryoneneedstobecomeacomputerprogrammer,
buteveryoneneedstounderstandhowprogrammingcomputersworks.Inotherwords,codingacross
contentareaswouldhelpprepareallstudents,notjustthosepursuingthefieldofcomputerscience,for
the21stcentury.
Chapter 13
StrategiesforImprovingandModelingDigitalTechnologyandLiteracyIntegration... 228 Wykeshia W. Glass, North Carolina Central University, USA
Desiree G. Hickman, Jackson State University, USA
This chapter focuses on the suggestions and strategies of technology being utilized in classroom
settings.Anemphasisisplacedondigitaltechnologyandliteracyintegration.Theauthorsexplorethe
effectivenessofdigitaltechnologyandliteracyintegrationandidentifyexternalandinternalfactors
limitingtechnologyintegrationcommonlyfoundwithinatypicalPreK-12thgradeclassroomsetting.In
additiontotheauthorsdiscussingfactorsthatlimitschool’sintegration,theauthorsprovidesolutionsand
recommendationssuggestingresourcesthroughoutthechaptertoimproveandmodeldigitaltechnology
andliteracyintegrationintheclassroom.
Chapter 14
UnderstandingWeb-BasedPeerAssessmentinTeacherEducation... 245 Xiongyi Liu, Cleveland State University, USA
Lan Li, Bowling Green State University, USA Patrick Wachira, Cleveland State University, USA
Withthedevelopmentoftechnology,web-basedpeerassessmenthasbeenincreasinglyusedasan
alternative,formativeassessmentstrategywithgreatpotentialforstudentlearningbenefits.Thepurpose
ofthischapteristosynthesizeaseriesofempiricalresearchstudiesconductedbytheauthorstoexamine
factorsthatcaninfluencetheeffectivenessofweb-basedpeerassessmentwithteachereducationstudents.
Thefindingsofthesestudiesarediscussedwithinthelargercontextofgeneralresearchinpeerassessment.
Implicationsareprovidedtobetterinformresearchersandteachereducatorsabouttheuseofweb-based
peerassessmentandhowitrelatestoteachereducationstudents’abilitytoapplyassessmentcriteriaand
theirabilitytotakeadvantageofpeerfeedback.
Chapter 15
Crab-WalkingintheCrosswalk:AStandardsandCompetencyMatrixUsingISTEEducator
StandardsWithTeacherEducatorTechnologyCompetencies... 261 Susan A. Elwood, Texas A&M University, Corpus Christi, USA
Kelli Bippert, Texas A&M University, Corpus Christi, USA
Facultyintegrationofthetechnologystandardsandcompetenciesremainaconcerninhighereducation,
especially in the movement toward competency-based education and portfolio development. The
“CRABwalkwithintheCrosswalk”occursasbothISTEeducatorstandardsandTETCcompetencies
arecollaborativelyreviewedandworked.Thisprotocolisdesignedtohelpalignateam’smultiple
standardsandcompetencieswithinonecollaborativeassessmenttool.Itprovidesacognitivetoolto
facilitatepartnershipcollaborationthatcanresultingreaterindividualandteamgrowthanddevelopment.
ThischapterprovidesaliteraturereviewofK-12teachereducationanduniversityfacultyperceptions
as a cultural models base to the presented Crosswalk to Rubric Alignment (CRABwalk) protocol.
Professionalstandardorcompetencyneedsareoffocusandthereforemeettheneedsofeacheducator
group:preservice,inservice,andteachereducator.
Chapter 16
TechnologyIntegrationinTeacherEducation:ImplicationsforPolicyandCurriculumReform... 282 Charity Mukiri Limboro, Kenyatta University, Kenya
Ephantus Micheni Kaugi, Kenyatta University, Kenya
Thisstudyexaminedtheavailabilityofcomputersandinternetintheclassroomorelsewhereatteacher
colleges,teacherpreparationandtrainingintechnologyintegration,aswellastrainers’useoftechnology
inclassroominstruction.Asurveyquestionnairewasdistributedrandomlyto63teachertrainersfrom
threepublicandoneprivateteachertrainingcollegeinKenya.Thedatawasanalyzeddescriptivelyusing
SPSSsoftware.Theresultsindicatedthattechnologyintegrationattheclassroomlevelwastoolowdue
tolackofcomputersandinternetaccessintheclassrooms.Teachertrainerswereinadequatelytrained
ininformationandcommunicationtechnologyintegrationandthereforepoorlyequippedtointegrate
technologyintheclassroom.Thestudyconcludesthatteachercollegeswerenotadequatelypreparedfor
ICTintegrationinteachingandlearning.Itisrecommendedthatteachercolleges’ICTinfrastructurebe
improvedandteachertrainers’capacityonICTintegrationbedevelopedforthesuccessofthecurrent
curriculumreforms.
Chapter 17
AddingValue:FosteringStudentDeliberationsAcrossModesofInstructionandInstitutions... 300 Anita Chadha, University of Houston-Downtown, USA
Researchfindsthatfosteringreflectivedeliberationinclassesensuresthatstudentsreachahighlevel
of achievement in their courses. This chapter evaluates student peer reflective exchanges across a
four-yearinstitutionandacommunitycollegeandbothface-to-faceandonlinemodesofinstruction
atthesedifferinginstitutions.Significantevidencerevealsthatregardlessofinstitutiontype,students
deliberatewithacademicreflectivityyetdeliberatewithgreaterreflectivityinface-to-faceclassesacross
bothinstitutions.Thisstudyconcludesthatofferingdeliberativestrategiesareaviablemeanstooffer
pedagogicalcontentacrossdifferentmodesofinstructionandatdifferinginstitutions,aconcernfor
educatorsandadministratorsinthisdigitalage.
Chapter 18
PerspectivesandImplementationofICTinTeacherEducation... 321 Robert Akinade Awoyemi, Adeyemi Federal College of Education, Nigeria
Robert Akinade Awoyemi, Adeyemi Federal College of Education, Nigeria
Thischapterevaluatesteachereducationfromatechnologicalpointofviewinrelationtoitsconventional
perspectives,whereteachereducationwasappraisedinconjugationwithICT.TheintegrationofICTin
teachereducationisameansofsupportinghighqualityteachingandlearning,involvingteachereducators
andteachers,whichrequireshowbesttoexploretheutilizationoftechnologiesformeaningfullearning
ofstudents.Inthecourseofthisdiscourse,itwasratiocinatedthatICTplaysavitalroleinteacher
education.Inthefieldofteachereducation,ICT-basedapplicationsandtheirintegrationwithcontent
andpedagogyarepotentialcatalystsformeaningfullearningofstudents.Finally,thebehaviouristtheory,
theexperientiallearningtheory,andtheinformationprocessingtheorywereemployedrespectivelyto
discussthetheoreticalframeworkofthischaptertoassertthepertinenceofICTinteachereducation.
Chapter 19
TeachingArgumentationinHigherEducation:NarrativesFromCompositionWritingClassrooms
inKenya... 334 Alice Wanjira Kiai, The Technical University of Kenya, Kenya
Peter Getyngo Mbugua, United States International University Africa, Kenya
Thisstudyexaminesteachingmethodologiesusedbycompositioninstructorsinaprivateuniversityin
Kenyawherecompositionistaughttoallundergraduatestudents.Thestudyadoptedaqualitativeapproach
intheformofnarrativeinquirytoexplorechallengingtopicsinteachingandlearningargumentation,
methodologicalinterventions,instructors’useoftechnology,andtosuggeststrategiesforaddressing
problemareas.Purposivesamplingwasadopted,resultinginnarrativesfromthreeexperiencedcourse
instructors.Learner-centredapproacheswereprevalent,especiallyinaddressingchallengingtopicssuch
asformulationofclaims,supportingargumentswithevidence,recognisingfallaciesandappeals,and
documentationofsourcesofinformation.
Chapter 20
AProfitableEducation:CounteringNeoliberalismin21stCenturySkillsDiscourses... 359 Rohit Mehta, California State University, Fresno, USA
Edwin Creely, Monash University, Australia Danah Henriksen, Arizona State University, USA
Inthischapter,theauthorstakeamultifacetedcriticalapproachtounderstandinganddeconstructingthe
term21stcenturyskills,especiallyinregardtotechnologyandtheroleofcorporationsinthediscourses
abouteducation.Theyalsoconsiderarangeofculturalandpoliticalinfluencesinourexplorationof
thesocialandacademicmeaningsoftheterm,includingitshistoryandpolitics.Theapplicationofthe
terminpresent-dayeducationalcontextsisconsideredaswellaspossiblefuturesimpliedthroughthe
term.Thegoalinthischapteristocounterideasthatmightdiminishahumanizededucationalpractice.
Specifically,theauthorsofferacritiqueofneoliberaldiscoursesineducation,particularlytheneoliberal
andcorporatenarrativearound21stcenturyteachingandlearning.Theyraiseconcernsaboutwhatan
undueemphasisonindustry-orientededucationalsystemscanmeanforthecorepurposesofeducation.
Compilation of References... 382 About the Contributors... 431 Index... 440
Foreword
Today’seducatorsrecognizethatusinginnovativepracticestodisruptineffectiveorantiquatedpractices
isapathwaytoimprovingtheirfutureprofessionalpracticeandthatimprovedpracticeleadstoimproved
studentlearning.Yet,evenasourunderstandingofliteracyanddigitaltechnologyintegrationhasevolved
overthepastdecade,manyeducatorscontinuetorelyonineffectivelearningconstructsexclusively.
Assuch,thecentralgoalofthishandbookistoprovideoptionsthatdetersuchuseevenasitprovides
readersexamplesoftheemergingpracticesshapingthefieldtoday.Specifically,thishandbookoffers
adiversesetofresearchfindingsandinnovativepracticesallaimedatassistingeducatorstoeffectively
applyconceptsofliteracyanddigitaltechnologywithintheirprofessionalpractice.
Literacyanddigitaltechnologyconceptsaregroundedacrossdisciplinesandrepresentamulti- facetedsetofeducatorsthatincludespre-serviceandin-serviceeducatorsalongwithteachereducators
andothersinterestedinthefieldofteacherpreparation.Whattheyandthisvolumehaveincommonis
aninterestinunderstandingtheknowledge,skills,anddispositionalbeliefs(i.e.,thequalityandnature
oftheirpractice)ofthefield,aswellasanunderstandingofthesupportingresearchandideasrelated
tothecontinualimprovementofstudentlearning.Assuch,thisvolumeassistsreaderstorecognizethat
howweteachandengagewithourlearnerscanbecontinuallyrefinedanddevelopedthroughvarious
actionsandinteractionsintendedtoprovidethehighestqualitylearning.
Forexample,withintheframeworkoftransformingthepracticeofteaching,chapter6(DesigningCur- ricularGames)andChapter14(UnderstandingWeb-BasedPeerAssessment)provideresearchsupported
insightsregardingemergingpedagogies.Likewise,Chapter5(PerceptionsandNewRealities),Chapter
17(Fosteringstudentdeliberations),andChapter20(CounteringNeoliberalism)standoutexamining
thebeliefsassociatedwitheffectivepractice.Ofequalimportanceforreadersarethechaptersreporting
onlessonslearnedfrompractice.Inthesechaptersanumberoflessonslearnedfromtheintegrationof
skill-basedtechnologiesareshared.Theseincludeuseofdigitalresearchtools(Chapter3),designthink- ing(Chapter4),augmentedreality(AR)andartificialintelligence(AI)(Chapter5),coding(Chapter12),
anddigitalgamedbasedlearning(Chapter6).Infact,aquickreviewoftheTableofContentsreveals
thattransformationofpracticeisadvocatedforacrossamajorityofthehandbook’schapters.
Giventhebroadnatureoftheinformationcontainedwithin,thehandbookisappropriateforacade- micians,educators,administrators,educationalsoftwareandappdevelopers,instructionaltechnology
consultants,researchers,professionals,students,andcurriculumandinstructionaldesigners.Assuch,this
volumeassistsreaderstoconsiderwhereweareasafieldevenasitprovidesinformationaboutwhere
wearegoingasafield.Directionsforfutureresearcharerevealedforcarefulreadersofmanychapters.
Thishandbookisbothinstructiveandtimelyinnature,offeringmanyideasrelatedtotheapplication
xviii
Foreword
oftechnologyintothefieldofteacherpreparation.Insummary,readerswillgainvaluableinsightsthat
canbothinformpracticeandfuturescholarshipinterests.
Beverly B. Ray
Idaho State University, USA
Preface
Theintegrationofdigitaltechnologycontinuestoinformteacherpreparationfor21stcenturyclassrooms.
Also,itiscriticaltounderstandthedifferentwaysthatdigitaltechnologyisusedsothatappropriate
learningexperiencescanbedesignedtosupportlearners’digitalliteracydevelopment.Tosupportdigi- talpracticesforyounglearners,Darvin(2018)identifiedsixdifferentuseswhichinclude:(a)Identity
representation:e.g.,takingselfies,constructingaFacebookprofile;(b)Artisticexpression:e.g.,post- ingpicturesonInstagram,publishingfanfictionstoriesonline;(c)Facilitationofsocialrelations:e.g.,
chattingwithfriendsonSnapchat;(d)Consumptionandproductionofknowledge:e.g.,readingnews
online,preparingPowerPointforscienceclass;(e)Exchangeofgoodsandservice:e.g.,orderingbooks
onAmazon;(f)Entertainment:e.g.,playingMinecraft,watchingamovieonNetflix.
Whenusedeffectivelyinteachingandlearning,technologyenhancesstudentmotivation,attitude,
andengagement,andteacher-studentandhome-schoolrelationships(Zheng,Warshauer,Lin,&Chang,
2016).Tothisend,thereisapressingneedforcollegefacultynotonlytopreparecurrentandfuture
teachersforthedemandsof21stcenturyclassrooms,butalsotoaddresstheacademicreadinessskills
oftheirstudentstosucceedintheirprograms.Therefore,theHandbook of Research on Literacy and Digital Technology Integration in Teacher Educationprovidespeer-reviewedessaysandresearchreports
contributedbyanarrayofscholarsandpractitionersinthefieldofliteracyeducation,teachereducation,
andinstructionaltechnology.Theobjectiveofthisscholarshipistohighlightresearch-basedpractices
thataddresstheissues,perspectives,andchallengesfacedinteacherpreparationandteachereducation
professionaldevelopmentprograms.
Chapter1describesaprogrammaticapproachusedtodesignacomprehensivedigitalliteracyex- perienceforpre-serviceteachers(PSTs)usingtheU.S.DOE’srecommendations.Variousexamplesof
courseassignmentsimplementationprocess,copiesofPSTwork,andreflectivediscussionsareshared.
Chapter2hastwomainfoci.Thefirstsectionexplainsliteracypracticesneededbyyoungpeopleto
workinacontemporarydigitalenvironment,thepoliciesthathaveimpactedthedevelopmentofdigital
literacydevelopment,andtheaspectsunderpinningdigitalliteracythroughthesocioculturalapproach.
Thesecondfocusisonthedigitalcompetenciesthatpre-serviceteacherscandeveloptosupportteach- ingofdigitalliteracies.
Chapter3examineshowsupportingstudentsinacquiringflexibleskillsforafast-pacedtechnological
worldisachallenge.Challengessuchastheneedforhigh-qualitytrainingandresourcesthatshapeteach- ers’beliefs,improveself-efficacy,andbuildpedagogicalknowledgesurroundingtechnologyintegration
areexplored.Thestudyproposesseveralimplicationsforimplementinganinstructionalframeworkto
teachonlineresearchandcomprehensionskillsandprovideseducativecurriculumexamplesforsup- portingteachereducationefforts.
xx
Preface
Chapter4discussestheimportanceoftrainingteacherstousethedesignthinkingprocess,while
usingthedesignthinkingprocesstoinstructthem.Bestpracticesandexamplesofsuchprofessional
developmentareoffered.
Chapter5proposes“bestpractices”whichallowstheeducatortousetheAugmentedReality(AR)
asatoolthatwillnotonlyteachtheprocessesofaskillbutwillalsoencouragestudentstouseARas
amotivationaltoolwhichallowsthemtodiscover,exploreandperformworkbeyondwhatiscapable
withthisrevolutionarydevice.
Chapter6explorestheuseofgame-basedteachinginteachereducationcourseswhereacomparison
ofacoursetaughtinatraditionalmannertothegame-basedversionisanalyzed.Basedonananalysis
oftheevolutionoftheauthor’suseofgame-basedteachinganddetailsofwaystheauthorovercame
variousobstaclesinsubsequentcourses,anumberofaffordancesandconstraintsoflearningmanage- mentsystemsarepresented.
Chapter7exploresastudyondigitaltextsandlearnerengagementandtheimpactofdigitaland
papertextsonfirst-gradestudentlearning.ThreeformatsofthesameSTEMchildren’sbook-apaper
versionreadbytheteacher,adigitalversionreadasaclassandfacilitatedbytheteacher,andadigital
versionreadindependentlybyindividualstudents,withouttheteacherareexamined.Findingshighlight
thecomplexityoflearnerengagementandneedforthoughtfulpedagogies.
Chapter8discussestheintegrationofadigitalliteracyinaCompetencyBasedCurriculum(CBC)
inonecountry.Multipleapproaches,issues,trends,controversiesofintegratingdigitalliteracywithin
thecurriculumarehighlightedwithrecommendationsforfutureresearchdirectionsattheend.
Chapter9exploresthetheoreticalideaseducatorsshouldexploreandunderstandinrelationshipto
developingstudentagencyasapedagogy.Italsoexamineshowusingitcanpotentiallyinspiredigital
criticalpedagogy.
Chapter10describeshowapartnershipbetweenateachereducationprogramandapublicschool
inanintroductorycourseineducationwasmodernizedtoreflectthecurrenttechnological&cultural
contextsoftheteachingprofession.Theresultsoftheinitiativeleadingintothedevelopmentofan
undergraduatecourseinfusedwithmodelingtechnologyusedinclassroomstodaydesigneduponan
indigenouspedagogicalmodelarediscussed.
Chapter11describesaninvestigationintoexploringmeaningmakingthroughmultimodalliteracy
practicesandtechnologyintegrationforteachereducationwithinthecontextofanonline,secondary
readingcourseforK-12teachers.
Chapter12describeshowtraditionallycodinghasbeenviewedasascienceasin“computerscience”
andlooselyassociatedwiththelogicbehindmathematicsaswellasthemathbehindmachinelanguage.
Theauthorproposesanevenmoreexpansiveviewofcodingthatapplieseventothoseareasoutsideof
traditionalcoresubjectssuchasgourmetcooking,psychology,andphysicaleducation.
Chapter13examinestheeffectivenessofdigitaltechnologyandliteracyintegrationandidentify
externalandinternalfactorslimitingtechnologyintegrationcommonlyfoundwithinatypicalPreK-12th
gradeclassroomsetting.Factorsthatalsolimitschool’sintegrationandpossiblesolutionsandrecom- mendationsaresuggested.
Chapter14synthesizesaseriesofempiricalresearchstudiesconductedbytheauthorstoexamine
factorsthatcaninfluencetheeffectivenessofweb-basedpeerassessmentwithteachereducationstudents.
Thefindingsofthestudiesarediscussedwithinthelargercontextofgeneralresearchinpeerassessment.
Preface
Chapter15reviewsthe“CRABwalkwithintheCrosswalk”asitoccursinboththeISTEEducator
standardsandTETCcompetencies.ThechapterprovidesaliteraturereviewofK-12teachereducation
anduniversityfacultyperceptionsasaculturalmodelbasetothepresentedCrosswalktoRubricAlign- ment(CRABwalk)protocol.
Chapter16describesastudyexaminingtheavailabilityofcomputersandinternetintheclassroom
orelsewhereatteachercolleges,teacherpreparationandtrainingintechnologyintegrationaswellas
trainersuseoftechnologyinclassroominstruction.Recommendationsforwaystointegratetechnology
intheclassroomarediscussedfromtheresults.
Chapter17evaluatesstudentpeerreflectiveexchangesacrossafour-yearinstitutionandacommunity
collegeandbothface-to-faceandonlinemodesofinstructionatthesedifferinginstitutions.Effectson
student’sreflectivityabilityonbothmediumsarepresented.
Chapter18evaluatesteachereducationfromatechnologicalpointofviewinrelationtoitsconven- tionalperspectives,whereteachereducationwasappraisedinconjugationwithICT.TheroleICTplays
inteachereducationisdiscussed.
Chapter19examinesteachingmethodologiesusedbycompositioninstructorsinaprivateuniversity
inKenyawherecompositionistaughttoallundergraduatestudents.Thestudyadoptedaqualitative
approachintheformofnarrativeinquirytoexplorechallengingtopicsinteachingandlearningargu- mentation,methodologicalinterventions,instructors’useoftechnology,andtosuggeststrategiesfor
addressingproblemareas.
Chapter20exploresamultifacetedcriticalapproachtounderstandinganddeconstructingtheterm
21st century skills,especiallyinregardtotechnologyandtheroleofcorporationsinthediscoursesabout
education.Acritiqueofneoliberaldiscoursesineducation,particularlytheneoliberalandcorporate
narrativearound21stcenturyteachingandlearningisprovided.
Ourhopeisthateachofthesescholarlymanuscriptswillhelptoaddresstheacademicreadinessof
pre-serviceteachersaswellashelptoadvanceandinformtheworkofteacherpreparationprograms
particularlyintransformationofnoviceteacherstobeabletodelivereffectiveliteracyrichpracticesin
21sttechnology-richclassrooms.
Thishandbookcouldbenefitschooladministrators,academicaffairsadministrators,academicdeans,
faculty,directorsofteachingandlearningcenters,curriculum,andinstructionaldesigners,andother
researchersorstakeholdersinterestedinliteracyenrichmentanddigitaltechnologyintegrationinteacher
educationprograms.
Jared Keengwe
University of North Dakota, USA Grace Onchwari
University of North Dakota, USA
REFERENCES
Darvin,R.(2018).Digitalliteracy,languagelearning,andeducationalpolicyinBritishColumbia.In
C.Crandall&M.Bailey(Eds.),Global perspectives on language education policies.NewYork,NY:
Routledge.
Zheng, B., Warshauer, M., Lin, C., & Chang, C. (2016). Learning in one-to-one laptop environ- ments:Ameta-analysisandresearchsynthesis.Review of Educational Research,86(4),1052–1084.
doi:10.3102/0034654316628645
xxii
Acknowledgment
Wewouldliketoacknowledgetheconsiderabletimeandeffortputforthbyallthechaptercontributors.
Thankyouforyourgraciousandtimelyresponsestothereviewers’commentsandforyourcommitment
tosubmithighqualityrevisedchapters.
WeareverygratefultotheEditorialAdvisoryBoard(EAB)team.Yourincrediblyquickturnaround
timeinprovidinginvaluablefeedbackanddetailedreviewnotesonthechapterssubmittedisgreatly
appreciated.
Finally,thankstothewonderfulstaffatIGIGlobalwhoparticipatedintheoveralldevelopmentand
timelycompletionofthisproject.Hopefully,weprovidedyouwithanendproductthatyouareproud
tosharewithourglobalreaders.
xxiii
1
Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
Chapter 1
DOI: 10.4018/978-1-7998-1461-0.ch001
ABSTRACT
The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 class- rooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE’s recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.
From Start to Finish:
A Programmatic Approach to Digital Literacy in Teacher Education
Amanda R. Hurlbut
https://orcid.org/0000-0001-9838-6025 Texas Woman’s University, USA
Sarah McMahan Texas Woman’s University, USA
Aimee Myers
Texas Woman’s University, USA Karen Dunlap
Texas Woman’s University, USA Rebecca Fredrickson Texas Woman’s University, USA
From Start to Finish
INTRODUCTION
In 2016, The United States Department of Education (U.S. DOE) sponsored a policy brief that identified challenges and offered guidance to teacher preparation programs in an effort to more effectively integrate technology acquisition and competence within the curriculum of new teacher candidates (DOE, 2016).
Under its Guiding Principle #3, programmatic considerations, the DOE reported single educational tech- nology courses were not sufficient to properly prepare preservice teachers for the future technology-rich classrooms that await them (Kopcha, 2012). Furthermore, the report noted that continuous exposure to instructional technology, rather than single, stand-alone courses, led to improved attitudes and beliefs toward technology and sustained appropriate pedagogical practice among preservice teachers (Polly, Mims, Shepherd, & Inan, 2010). Therefore, it is vital that any and all attempts to create digitally literate teachers should originate from within a cohesive program design rather than reside within single “drive- by” course attempts to integrate technology. Specifically, the U.S. DOE report stated, that attempts to integrate digital technology in teacher education should, “...ensure preservice teachers’ experiences with educational technology are program-deep and program-wide rather than one-off courses separate from their methods courses” (DOE, 2016, p. 14).
The purpose of this chapter is to provide a description of the programmatic approach used to design a comprehensive digital literacy experience for preservice teachers using the U.S. DOE’s recommenda- tions. Additionally, this chapter will discuss example course projects focused on the preparation of future teachers to meet the International Society for Technology in Education (ISTE) Standards for Educators (2016); specifically, as learners, leaders, citizens, collaborators, facilitators, designers, and analysts in addition to an explanation and integration of the Technological Pedagogical Content Knowledge (TPACK) framework.
ISTE Standards for Educators
One of the guiding principles of the programmatic comprehensive digital literacy experience for preservice teachers is to build upon concepts and ideas developed through the International Society for Technol- ogy in Education Standards for Educators, also known as the ISTE Standards for Educators. The ISTE Standards for Educators is a roadmap to support teachers in guiding students in becoming empowered learners through amplified technology. These standards assist educators in collaboration with peers, finding new depths in their practice, and invites them to rethink conventional approaches to education.
There are seven ISTE Standards for Educators (ISTE, 2016).
1. Learner - Educators continually improve their practice by learning from and with others and ex- ploring proven and promising practices that leverage technology to improve student learning.
2. Leader - Educators seek out opportunities for leadership to support student empowerment and success and improve teaching and learning.
3. Citizen - Educators inspire students to positively contribute to and responsibly participate in the digital world.
4. Collaborator - Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
5. Designer - Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
