TPACK’s pedagogy and the gradual release of responsibility model coalesce
Integrating technology into literacy teacher preparation
Bibliographic Data
| ID | 21744040 |
|---|---|
| Authors | Lauren Eutsler (0000-0002-9869-0331, University of North Texas, corresponding author) |
| Year | 2022 |
| Volume | 54 |
| Issue | 3 |
| Pages | 327-344 |
| Publication date | 2022-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2020.1858463 |
| OpenAlex | W3125451011 |
| Language | EN |
| Citations received | 7 |
| References cited | 32 |
This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant’s (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, and lesson artifacts. Thematic analysis revealed three themes: Teacher in Control pedagogical approach raised preservice teachers’ concerns about instructional planning; Teacher as Facilitator pedagogical approach led to increased user confidence and exploration; Problem-based Learning pedagogical approach led to in-depth design of comprehensive lessons for individualized student populations. Other teacher educators can adopt this approach when introducing students to technology
Facilitator · Instructional design · Lesson plan · Literacy · Mathematics education · Pedagogy · Qualitative research · Sociology · Teacher education · Thematic analysis · Child Development and Digital Technology · Computer Science · Education and Technology Integration · Mobile Learning in Education · Psychology
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Rethinking the gradual release of responsibility in ITE mentoring
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Using Ubuntu as a Research Paradigm to Unpack How Ghanaian Novice Teachers and Their Collaborators Engaged Virtually in Collaborative International Qualitative Research
The instruction of reading comprehension
Null
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A Breakthrough for Josh
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A Case Study of the Application of Samr and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms
New directions for early literacy in a digital age
Determining Validity in Qualitative Inquiry
| Citations per year | 1.4 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |