Determining the impact of a multiliteracies workshop on TPACK knowledge of elementary preservice teachers

This study applied the researcher-created Multiliteracies Workshop Model (MWM) to a literacy block methods experience and measured the changes in elementary/early childhood and elementary/collaborative preservice teachers' technological pedagogical content knowledge (TPACK) learning. The study gathered information on the experiences of two comparison groups: Group A that attended methods courses and practicum and Group B that attended methods courses and practicum along with the Multiliteracies Workshop (MW). The study collected data on the kinds of experiences in teaching and technology in methods courses, practicum, and for Group B, the MW. The preservice teachers' experiences in the study shed light on preservice teachers' understanding of the relationships between traditional literacy, pedagogy, content knowledge, technology, and multiliteracies. Results from the preservice teachers' self-reporting on TPACK knowledge indicated that some changes occurred in both groups in their depth of understanding of these concepts, but Group B outpaced Group A as evidenced by empirical and experiential data. The MWM was designed using four types of multiliteracies pedagogy: Situated practice, over instruction, critical framing, and transformed practice. Group B participants were engaged in a participatory culture through three research-based approaches designed to yield TPACK learning: Learning activity types, deep-play, and learning by design. Teacher educators can use the MWM to provide nested experiences with teaching and technology during methods courses and practicum in preservice teacher education. Future research should apply the Multiliteracies Workshop Model to longitudinal studies.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2014

Author dc:creator

• Bavonese, Janet Leigh

Advisor dc:contributor.advisor

• Sekeres, Diane C.

Contributors dc:contributor

• Dantzler, John A.
• Shwery, Craig S.
• Hubbard, Janie D.
• Wright, Vivian H.

• Elementary education
• Teacher education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0001705
Bavonese_alatus_0004D_12156

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/2155