Teachers enacting a technology-rich curriculum for emergent literacy
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.
- Teachers enacting a technology-rich curriculum for emergent literacy
- Open Access
- Available under Open Access This content is freely available online to anyone, anywhere at any time.
Educational Technology Research and Development
Volume 60, Issue 1 , pp 31-54
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Technology integration
- Technology rich learning environment
- Emergent literacy
- Industry Sectors