Designing E-Books: Enhancing Prospective Teachers’ Digital Literacy Skills

Chinwe H. Ikpeze
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Abstract

Abstract Purpose – The purpose of the study was to understand if / how making e-books can facilitate digital literacy skills among teacher candidates. Design – The research design was a qualitative case study. Data were collected from the student’s e-book, student’s e-book reflective commentary, and questionnaire as well as course reflection. Multimodality and the technological, pedagogical content knowledge (CK) provided the theoretical framework. Findings – The findings of this qualitative case study indicate that making e-books do facilitate the acquisition of digital literacy and technological pedagogical content knowledge among teacher candidates. In addition, the project promoted transmediation and differentiation of instruction. It facilitated divergent thinking and knowledge of instructional design as well as the affordances and constraints of multimodal tools. Practical Implications – This study contributes to the literature on e-books and their role in digital literacy development among teacher candidates. The study supports the need to provide teachers with the opportunity for inquiry-oriented and design-based projects that enable them to be knowledge generators. Teachers should be allowed to experiment with digital and multimodal tools, and in the process, create opportunities for transmediation and differentiation of instruction for their students.
设计电子书:提高未来教师的数字素养技能
摘要目的-本研究的目的是了解制作电子书是否/如何促进教师候选人的数字素养技能。设计-研究设计是一个定性的案例研究。数据来源于学生的电子书、学生的电子书反思性评论、问卷调查以及课程反思。多模态和技术、教学内容知识(CK)提供了理论框架。研究结果-这一定性案例研究的结果表明,制作电子书确实有助于教师候选人获得数字素养和技术教学内容知识。此外,该项目还促进了教学的中介化和差异化。它促进了教学设计的发散思维和知识,以及多模态工具的支持和约束。实际意义-本研究对电子书及其在教师候选人数字素养发展中的作用的文献做出了贡献。这项研究支持有必要为教师提供机会进行以探究为导向和以设计为基础的项目,使他们能够成为知识的创造者。应该允许教师尝试使用数字和多模式工具,并在此过程中为学生的教学创造转化和差异化的机会。
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