Research Article

Educational Technology Research and Development

, Volume 60, Issue 1, pp 31-54

First online:

Open Access This content is freely available online to anyone, anywhere at any time.

Teachers enacting a technology-rich curriculum for emergent literacy

  • Amina CvikoAffiliated withDepartment of Curriculum Design and Educational Innovation, University of Twente Email author 
  • , Susan McKenneyAffiliated withDepartment of Curriculum Design and Educational Innovation, University of Twente
  • , Joke VoogtAffiliated withDepartment of Curriculum Design and Educational Innovation, University of Twente

Abstract

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.

Keywords

Technology integration Technology rich learning environment Emergent literacy Kindergarten