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D R . A M Y P I O T R O W S K I
A S S I S T A N T P R O F E S S O R O F S E C O N D A R Y
E D U C A T I O N A N D E N G L ...
The Problem
 Literacy education has a long history of being
anxious about the effect different technologies may
have on l...
The Problem
 Teachers are expected to prepare their students for
all the ways they will need to be literate today,
includ...
Research Questions
1. How do preservice secondary English teachers
perceive digital technologies and the ways they
might u...
Methods
 Case study of nine preservice secondary English
teachers who took an online course on integrating
technology int...
Methods
 This study looked at two specific pieces of data to
address the research questions:
 Two questions in the secon...
Methods
 This study looked at two specific pieces of data to
address the research questions:
 Participants’ responses to...
Findings
 Each participant was able to discuss some way they
could see using technology in their teaching. They
saw techn...
Findings
 Participants believed that incorporating technology
into their instruction would increase student
interest and ...
Findings
 Participants had difficulty articulating instances
when technology wouldn’t be useful in their
classrooms. In f...
Findings
 Two participants believed that technology could be
useful, but that teachers should not always use
technology
...
Findings
 Should secondary students learn about Web 2.0
tools for reading and writing in English class, or
should student...
Findings
 Participants felt that English teachers might lack
knowledge about technology tools or might not
have the time ...
Findings
 However, five of the six participants who wanted
students to take a technology class said that a
technology cla...
Findings
 While English teachers may not be technology
experts or have much time for teaching tools,
participants agreed ...
Discussion
 Participants worried about having time or the
knowledge needed to teach students how to use
technology tools,...
Discussion
 The participants in this study were working on
content-specific ways to use technology in their
instruction (...
Discussion
 Some of the participants’ ideas for ways of using
technology involved students creating digital texts
and sha...
Discussion
 It falls to English teacher educators to not just get
preservice teachers to see that they can use
technology...
Discussion
 Teacher educators would do well to make sure
their preservice teachers have opportunities to play
with digita...
Discussion
 Preservice English teachers need to think about
how technology can be used specifically for literacy
so that ...
Discussion
 English teacher educators need to consider how
they define technology integration, how they can
model ways of...
Discussion
 English teacher educators need to connect
technology to English methods courses so that
preservice teachers a...
Questions?
 Contact Information
 Email: amy.piotrowski@usu.edu
 Twitter: @piotrowskiamy
 Website: amypiotrowski.com
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Piotrowski NCTE 17 Preservice Tech Presentation

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Preservice teachers

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Piotrowski NCTE 17 Preservice Tech Presentation

  1. 1. D R . A M Y P I O T R O W S K I A S S I S T A N T P R O F E S S O R O F S E C O N D A R Y E D U C A T I O N A N D E N G L I S H E D U C A T I O N U T A H S T A T E U N I V E R S I T Y - U I N T A H B A S I N Preservice English Teachers’ Perceptions of Digital Technology
  2. 2. The Problem  Literacy education has a long history of being anxious about the effect different technologies may have on literacy  English teachers will continue to need to know how to take advantage of the technologies and literacies of their day in order to effectively teach their students.
  3. 3. The Problem  Teachers are expected to prepare their students for all the ways they will need to be literate today, including how to create, collaborate, and share their work using digital tools.  Teacher education programs need to prepare English teachers to teach with technology as well as teach the multiple literacies needed in the 21st century.
  4. 4. Research Questions 1. How do preservice secondary English teachers perceive digital technologies and the ways they might use digital technologies in their future classrooms? 2. How do preservice secondary English teachers think technology and the literacy practices that digital technologies enable should be taught to students?
  5. 5. Methods  Case study of nine preservice secondary English teachers who took an online course on integrating technology into the English classroom  Researcher’s role – observer only  Participants were interviewed before and after course, course assignments and projects were collected, participants wrote three reflections during the course responding to questions from the researcher
  6. 6. Methods  This study looked at two specific pieces of data to address the research questions:  Two questions in the second interview at the end of the study courses. 1. What topic or content do you think you could better teach with technology? How might technology enhance the teaching of this content? 2. What topic or content would you never use technology to teach? Why would technology not be appropriate for teaching this content?
  7. 7. Methods  This study looked at two specific pieces of data to address the research questions:  Participants’ responses to one of their reflection questions at the end the the third week of the course: Should secondary students learn about Web 2.0 tools for reading and writing in English class, or should students take a technology class?
  8. 8. Findings  Each participant was able to discuss some way they could see using technology in their teaching. They saw technology as a way to provide students access to texts and materials, to provide students with engaging instruction when doing traditional literacy activities, and to get students creating their own digital texts.
  9. 9. Findings  Participants believed that incorporating technology into their instruction would increase student interest and engagement.
  10. 10. Findings  Participants had difficulty articulating instances when technology wouldn’t be useful in their classrooms. In fact, several of the participants said that there’s nothing they would teach that couldn’t be enhanced by using technology.
  11. 11. Findings  Two participants believed that technology could be useful, but that teachers should not always use technology  However, neither participant had a clear definition of what would be too much technology, just that it shouldn’t be overused
  12. 12. Findings  Should secondary students learn about Web 2.0 tools for reading and writing in English class, or should students take a technology class?  English class – 1  Technology class – 6  Both - 2
  13. 13. Findings  Participants felt that English teachers might lack knowledge about technology tools or might not have the time to teach technology tools on top of all of the other demands of secondary English curricula
  14. 14. Findings  However, five of the six participants who wanted students to take a technology class said that a technology class wouldn’t be enough on it’s own “because learning tech tools in isolation really doesn’t stick.”  Participants wanted to connect technology to what their teaching in English
  15. 15. Findings  While English teachers may not be technology experts or have much time for teaching tools, participants agreed that secondary students need the opportunity to use these tools in the context of actual reading and writing under the guidance of an English teacher.
  16. 16. Discussion  Participants worried about having time or the knowledge needed to teach students how to use technology tools, so schools may do well to provide English teachers with ongoing professional development on technology, planning time to prepare lessons that incorporate technology, and if possible ways to collaborate with technology specialists.
  17. 17. Discussion  The participants in this study were working on content-specific ways to use technology in their instruction (TPACK – Technological Pedagogical Content Knowledge)
  18. 18. Discussion  Some of the participants’ ideas for ways of using technology involved students creating digital texts and sharing their learning, some of the ways they said they intended to use technology were meant to keep students interested in traditional literacy instruction.
  19. 19. Discussion  It falls to English teacher educators to not just get preservice teachers to see that they can use technology to teach, but to see that they can use technology to have students be writers and creators.
  20. 20. Discussion  Teacher educators would do well to make sure their preservice teachers have opportunities to play with digital technology tools and then think about ways they could use these tools to enhance a lesson, especially in content area specific methods courses.
  21. 21. Discussion  Preservice English teachers need to think about how technology can be used specifically for literacy so that technology becomes part of what it means to teach English rather than being an extra thing added on to overloaded curricula.
  22. 22. Discussion  English teacher educators need to consider how they define technology integration, how they can model ways of teaching English with technology, and how they can move preservice teachers from seeing technology as a flashy way to keep students engaged to seeing technology as a useful tool for reading and writing
  23. 23. Discussion  English teacher educators need to connect technology to English methods courses so that preservice teachers are equipped with ways to have their students create in digital spaces.
  24. 24. Questions?  Contact Information  Email: amy.piotrowski@usu.edu  Twitter: @piotrowskiamy  Website: amypiotrowski.com

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