As a result of the fundamental changes to education due to COVID-19, this study focuses on the readiness of pre-service teachers to meet the literacy needs necessary in this technology mediated world by utilizing a theoretical framework that consists of a learning framework: Transformative Learning, a literacy framework: Multi literacies, and a technological framework: Technological Pedagogical Content Knowledge (TPACK) to include the 2019 addition of another knowledge base: ConteXtual Knowledge (XK). It is this context component of TPACK that is so frequently overlooked that may encompass the cultural aspects of teaching and learning including the primary and secondary Discourses, the Frames of Reference, and the impact of culture on experiences was vital to the current study.
This study focuses on the cultural component of each of these frameworks to provide contextual knowledge about pre-service teacher experiences with teaching literacy remotely.
","abstract_html":"<p>As a result of the fundamental changes to education due to COVID-19, this study focuses on the readiness of pre-service teachers to meet the literacy needs necessary in this technology mediated world by utilizing a theoretical framework that consists of a learning framework: Transformative Learning, a literacy framework: Multi literacies, and a technological framework: Technological Pedagogical Content Knowledge (TPACK) to include the 2019 addition of another knowledge base: ConteXtual Knowledge (XK). It is this context component of TPACK that is so frequently overlooked that may encompass the cultural aspects of teaching and learning including the primary and secondary Discourses, the Frames of Reference, and the impact of culture on experiences was vital to the current study.</p> <p>This study focuses on the cultural component of each of these frameworks to provide contextual knowledge about pre-service teacher experiences with teaching literacy remotely.</p>","abstract_has_math":false,"creators":["Grigsby, Christy Nicole"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Mark McCarthy","Dr. Thomas McCormack","Dr. Charlotte Henderson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-04-16T07:00:00Z","date_published":"2021-04-16T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Pre-Service Teachers","Technology","Literacy","Multiliteracies","Transformative Learning Theory","Tpack","Primary Discourse","Secondary Discourse","Frames Of Reference","Education","Educational Leadership","Educational Technology","Elementary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/454","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mark McCarthy","Dr. Thomas McCormack","Dr. Charlotte Henderson"]},{"key":"dc:creator","label":"Author","values":["Grigsby, Christy Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-01-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pre-Service Teachers","Technology","Literacy","Multiliteracies","Transformative Learning Theory","Tpack","Primary Discourse","Secondary Discourse","Frames Of Reference","Education","Educational Leadership","Educational Technology","Elementary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/454"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As a result of the fundamental changes to education due to COVID-19, this study focuses on the readiness of pre-service teachers to meet the literacy needs necessary in this technology mediated world by utilizing a theoretical framework that consists of a learning framework: Transformative Learning, a literacy framework: Multi literacies, and a technological framework: Technological Pedagogical Content Knowledge (TPACK) to include the 2019 addition of another knowledge base: ConteXtual Knowledge (XK). It is this context component of TPACK that is so frequently overlooked that may encompass the cultural aspects of teaching and learning including the primary and secondary Discourses, the Frames of Reference, and the impact of culture on experiences was vital to the current study.
This study focuses on the cultural component of each of these frameworks to provide contextual knowledge about pre-service teacher experiences with teaching literacy remotely.
"]},{"key":"dc:title","label":"Title","values":["Exploring Elementary Pre - Service Teachers Technological Knowledge for Teaching Literacy: a Phenomenological Study"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mark McCarthy","Dr. Thomas McCormack","Dr. Charlotte Henderson"],"dc:creator":["Grigsby, Christy Nicole"],"dc:date.available":["2022-01-24T08:00:00Z"],"dc:description.abstract":["As a result of the fundamental changes to education due to COVID-19, this study focuses on the readiness of pre-service teachers to meet the literacy needs necessary in this technology mediated world by utilizing a theoretical framework that consists of a learning framework: Transformative Learning, a literacy framework: Multi literacies, and a technological framework: Technological Pedagogical Content Knowledge (TPACK) to include the 2019 addition of another knowledge base: ConteXtual Knowledge (XK). It is this context component of TPACK that is so frequently overlooked that may encompass the cultural aspects of teaching and learning including the primary and secondary Discourses, the Frames of Reference, and the impact of culture on experiences was vital to the current study.
This study focuses on the cultural component of each of these frameworks to provide contextual knowledge about pre-service teacher experiences with teaching literacy remotely.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/454"],"dc:language":["English"],"dc:subject":["Pre-Service Teachers","Technology","Literacy","Multiliteracies","Transformative Learning Theory","Tpack","Primary Discourse","Secondary Discourse","Frames Of Reference","Education","Educational Leadership","Educational Technology","Elementary Education"],"dc:title":["Exploring Elementary Pre - Service Teachers Technological Knowledge for Teaching Literacy: a Phenomenological Study"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}