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Publication Detail
Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers
  • Publication Type:
    Journal article
  • Authors:
    Vasalou A, Vezzoli Y, Joye N, Sumner E, Benton L, Herbert E, Gan L
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  • Publication date:
  • Journal:
    Journal of Research in Reading
  • Status:
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  • Notes:
    © 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercialNoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envision learning and teaching with two distinct technologies designed to support children's reading skills: a game and an e-reader. Employing systematic qualitative content analysis, we compared LDs developed by teachers for each technology. Results: Our study shows that while principles of teacher instruction are consistently incorporated across the LDs, the design of each technology plays an important role in how teachers plan their students' learning and focal reading skills. Further, teachers' perception of the technology is as important as the features of the design. Compared with the e-reader, the game is perceived as an individual practice activity with less opportunities to learn with peers. Finally, across both technologies, teachers envision supporting additional literacy skills, beyond those designed in the technology, highlighting the importance of explicitly facilitating LDs intended to foster within-subject learning. Conclusions: These findings raise a new set of considerations on how to support teachers to design literacy learning and teaching activities with technology, and also offer a new methodological approach to facilitate LDs in future research and teacher training.
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