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• W47468254 abstract "This collective case study (Stake, 1995) examines teacher growth in applying mobile technology to teaching and learning as evidenced in reflections on integrating iPads as teaching and learning tools in a university clinical setting. Graduate students, who were new to tablet technology, were given iPads during a summer session course to use as part of their course requirements and for personal use. Each participant successfully incorporated this technology in completing course assignments, creatively tutoring an elementary grade child with reading and writing difficulties, coaching a preservice teacher in the Secondary Special Education program during tutoring, and communicating with instructors. Objectives The purpose of this collective case study (Stake, 1995) was to explore the integration of digital technology into an innovative course model for graduate students in a university clinical setting. Throughout the course participants utilized iPads in coaching, tutoring, and course work. By investigating 21st century literacies through the study of iPads in professional development, we add to the professional development literature for classroom teachers and literacy methods instructors, while indirectly assisting school districts in selection of appropriate technologies which empower their students in their use of the necessary 21st century tools. The research questions that guided the study were: (1) How do teachers perceive iPads as teaching tools for struggling readers? (2) What is the path of growth in understanding for in-service teachers exploring a new technology for literacy instruction? (3) How viable is it to integrate iPads into clinical literacy methods courses as preparation for future classroom use? Perspectives The study was informed by the intersection of reflective practice theory (Loughran, 2006; Zeichner & Liston, 1996), social constructivist theory in teacher education (Harrington, 1995; O’Loughlin, 1992; Vygotsky, 1978), and new literacies theory (Coiro, Knobel, Lankshear & Leu, 2008; Knobel & Lankshear, (2006). Teachers must be able to self-question before they develop effective instructional strategies in topics or technology new to them, reflecting about the learners with whom they are working, and their own current teaching practices. Participants socially constructed shared understandings of effective literacy learning and instruction using a digital environment through active discovery (Dewey (1916/1985). The participants learned to negotiate these new literacies on iPads for three distinct purposes: (a) they redefined their own use of technology for teaching literacy; (b) they demonstrated specific and developmentally appropriate uses of the iPad for the undergraduates they coached for use in tutoring; and (c) they engaged the struggling readers whom they tutored in motivating and effective online literacy practices. Methods To study the experience of in-service teachers exploring a new technology for literacy instruction we examined participant reflections about iPad use for tutoring, coaching, and completing course work in a university clinical setting. We employed case study methodology (Stake, 1995) to highlight the voices of the participants as well as understand how teaching and learning may be enhanced when technology is added to effective content and pedagogy (Mishra & Koehler, 2006). Both researchers triangulated the data reading through all sources to get a sense of the content, memoing initial thoughts, then using an open-coding process to allow for participant ideas to arise. Codes were developed into larger descriptions and themes using timeseries analysis (Yin, 1994) to answer each research question." @default.
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• W47468254 modified "2023-09-27" @default.
• W47468254 title "Empowering Literacy Instruction with iPads: Teacher Reflection in a Multilayered Professional Development Approach" @default.
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