Exploring Elementary Pre - Service Teachers Technological Knowledge for Teaching Literacy: a Phenomenological Study

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2021

Author dc:creator

• Grigsby, Christy Nicole

Contributors dc:contributor

• Dr. Mark McCarthy
• Dr. Thomas McCormack
• Dr. Charlotte Henderson

• Pre-Service Teachers
• Technology
• Literacy
• Multiliteracies
• Transformative Learning Theory
• Tpack
• Primary Discourse
• Secondary Discourse
• Frames Of Reference
• Education
• Educational Leadership
• Educational Technology
• Elementary Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/454

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1456