The purpose of this study was to explore the following central research question: What supports do teachers need to develop a multimodal learning environment that integrates multiple technologies into literacy instruction? The study utilized two design phases to examine in increasing depth how to support teachers in the lesson planning process to increase multiliteracy practices, particularly their integration of technologies for classroom instruction. This study provides further understanding of what can influence teachers in their use of multiple forms and combinations of technology for planning, instruction and student deliverables in a Multimodal Literacy Environment. The data indicate that the participants understand how they want to use technology during literacy instruction and that they need additional training.
One of the major themes in the findings was that teachers indicated that the choices provided in both phases of the lesson plan framework made them think more deeply about how they were planning. The findings show there was a definite disconnect between the written lesson plans the teacher submitted and how the lessons were conducted in the classroom. Teachers in the study, as with teachers in similar research, did much more mental planning than actually documenting their lesson plans. Teachers’ perceptions did evolve regarding how to use technology to teach English language arts, but it cannot be conclusively said that their perception changed about literacy. Overall, the research findings do support the assertion that teachers’ Technological Pedagogical Content Knowledge can be influenced by the type of lesson plan that they utilize to build their lesson.
|Commitee:||Browne, Susan, Golden, L. Michael|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology, Reading instruction|
|Keywords:||Lesson planning, TPACK, Literacy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be