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Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

Donna Glenn Wake
Copyright: © 2018 |Pages: 24
ISBN13: 9781522534174|ISBN10: 1522534172|EISBN13: 9781522534181
DOI: 10.4018/978-1-5225-3417-4.ch097
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MLA

Wake, Donna Glenn. "Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices." Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1950-1973. https://doi.org/10.4018/978-1-5225-3417-4.ch097

APA

Wake, D. G. (2018). Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices. In I. Management Association (Ed.), Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 1950-1973). IGI Global. https://doi.org/10.4018/978-1-5225-3417-4.ch097

Chicago

Wake, Donna Glenn. "Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices." In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1950-1973. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3417-4.ch097

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Abstract

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

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