scholarly journals Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage

2019 ◽  
Vol 8 (1) ◽  
pp. 249 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Digital Literacy ◽  
Early Childhood Teachers ◽  
Literacy Skills ◽  
Comprehension Strategies ◽  
Online Reading ◽  
Reading Comprehension Strategies ◽  
Integration Of Technology ◽  
Online Reading Comprehension

The integration of technology into education is a substantial issue for supporting and updating teachers’ professional development in today’s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers’ TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers’ TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers’ grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers’ technology integration in education.

scholarly journals Online reading comprehension: challenges and opportunities

2014 ◽  
Vol 7 (2) ◽  
pp. 30-43 ◽  
Author(s):  
Julie Coiro
Keyword(s):  
Reading Comprehension ◽  
Digital Literacy ◽  
Special Kind ◽  
Literacy Skills ◽  
Digital Culture ◽  
The Internet ◽  
Online Reading ◽  
Online Reading Comprehension ◽  
Challenges And Opportunities ◽  
On Line

ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers. RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.

“Google and me together can read anything.” Online reading strategies to develop hypertext comprehension in ESL readers

2021 ◽  
Vol 17 (2) ◽  
pp. 896-914
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Literacy Skills ◽  
Strategy Training ◽  
Online Reading ◽  
Esl Teachers ◽  
Topic Familiarity ◽  
Online Reading Comprehension ◽  
Online Texts

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

Mentoring and Technology Integration for Teachers

2005 ◽  
pp. 161-170
Author(s):  
Junko Yamamoto ◽  
Mara Linaberger ◽  
Leighann S. Forbes
Keyword(s):  
Technology Integration ◽  
Training Needs ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Mentoring Programs ◽  
Future Trends ◽  
Online Technologies ◽  
Factors Influencing ◽  
Integration Of Technology ◽  
Individual Training

This chapter addresses the acquisition of technology literacy skills through the use of a variety of mentoring programs for educators. A case is made for mentoring all individuals in an institution in order to improve the overall integration of technology in a variety of settings. The chapter also provides concrete examples of three models of technology mentoring: Technology Champions, Technology Collaborators, and Technology Cohorts. Characteristics of effective mentoring are discussed as well as future trends in mentoring through the use of online technologies. The authors believe that through coming to an understanding of the factors influencing implementation of mentoring plans and the benefits and drawbacks of several mentoring models, the reader will be able to select an appropriate mentoring model to meet organizational and individual training needs.

Construct Validation of an Online Reading Strategy Inventory for Use in Iran

2014 ◽  
Vol 5 (4) ◽  
pp. 45-59
Author(s):  
Jaleh Hassaskhah ◽  
Seyedeh Mona Gaskari
Keyword(s):  
Digital Literacy ◽  
Reading Strategy ◽  
Metacognitive Strategy ◽  
Online Reading ◽  
Reading Practice ◽  
Reading Processes ◽  
Online Reading Comprehension ◽  
Comprehension Process ◽  
College Readers

Significant departure from reliance upon print texts is requiring teachers and researchers to redefine online reading processes for diverse contexts, and participants. To bring the significant role of the participants into the reading research limelight, the present study explores the processes involved in the online reading strategy use of Iranian EFL college readers. 270 participants responded to a 46-item instrument (a=0.85) called Online Reading Strategy Inventory (ORSI). The exploratory factor analysis of the responses indicated three major types of online reading strategies: 1) General Reading Strategy, 2) Online Specific Reading Strategy, and 3) Metacognitive Strategy, which implies that that the participants' online reading behavior is not identical to their offline reading practice. The factorial validity of the instrument, along with evidence for a significant relationship between students' responses on the instrument, and their online reading comprehension process suggests further considerations for providing the due digital literacy assistance.

Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices

2018 ◽  
Vol 120 (10) ◽  
pp. 1-44
Author(s):  
Amy C. Hutchison ◽  
Lindsay Woodward
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Professional Learning ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Instructional Planning ◽  
Cycle Model ◽  
Planning Cycle ◽  
Integration Planning

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

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