Teacher Candidates’ Perceptions of Technology Supported Literacy Practices ARTICLE
Donna Wake, Jeff Whittingham, University of Central Arkansas, United States
CITE Journal Volume 13, Number 3, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study explores teacher education candidates’ perceptions of technologies used to support K-12 student literacy development. Candidates scored each technology based on their impressions of its ability to support student literacy development. They also evaluated their own level of expertise with each piece of technology using a pre-post survey. Technologies included broad-based applications (blogs, wikis, podcasts, and digital storytelling) as well as more specific applications (Prezi, Glogster, and Voicethread). Results indicated an increased knowledge of technologies available to support K-12 student literacy development. In addition, certain technologies were rated as more effective in promoting student literacy development. Data were disaggregated for secondary versus elementary candidate populations.
Wake, D. & Whittingham, J. (2013). Teacher Candidates’ Perceptions of Technology Supported Literacy Practices. Contemporary Issues in Technology and Teacher Education, 13(3), 175-206. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2017 from https://www.learntechlib.org/p/42101/.
© 2013 AACE