职前教师在阅读教学中使用多模态文本集和技术:基于设计的研究的经验教训

Lisa M. O’Brien, Alejandra Salinas, K. C. Reinhart, Jeanne R. Paratore
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引用次数: 1

摘要

目的-帮助教师教育工作者了解如何更充分地为职前教师(pst)做好准备,使他们能够使用多模态文本和基础技术进行有意义和有效的教学。设计-这项混合方法调查采用了基于设计的研究,在作者观察和收集读写方法课程背景下pst结果的数据时,作者还参与了一个迭代的协作设计过程,以开发一个跨三个学期的可持续教学模式,其中有三个pst队列。作者分析了pst之前和之后的调查,测量了他们对技术和教学中的技术的知识、倾向和自我效能,以及他们在未来教学中使用技术的意图。作者还对每学期完成的PST课程计划进行了编码和分析,以寻找多模式文本和底层技术有意义整合的实例,以及良好的识字教学。最后,作者仔细检查了在所有三次迭代中课程如何形成和“重塑”的差异,并注意到与这些变化相关的PST结果的任何差异。研究结果-总体研究结果表明,参加读写方法课程提高了pst的自我效能感和技术教学知识,同时也支持了pst制定健全的读写教学计划的能力。此外,多模态文本和技术的战略定位是无缝整合的,可以帮助pst有意义地和有效地将多模态文本集纳入其扫盲课程计划。实践意义-本章通过提供明确的、基于研究的建议,为教师教育工作者如何有意义地、无缝地将多模态文本集融入核心课程和教学实践,从而对将多模态文本和基础技术整合到PST项目中的文献做出贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pre-service Teachers’ Use of Multimodal Text Sets and Technology in Teaching Reading: Lessons Learned from a Design-Based Study
Structured Abstract Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the underlying technologies. Design – This mixed methods investigation employed designed-based research in that as the authors observed and gathered data on PSTs’ outcomes within the context of a literacy methods course, the authors also engaged in an iterative process of collaborative design to develop a sustainable instructional model across three academic semesters with three cohorts of PSTs. The authors analyzed pre- and post-PST surveys measuring their knowledge of, disposition toward, and self-efficacy with technology and technology in teaching as well their intent to use technology in their future teaching. The authors also coded and analyzed PST lesson plans completed across each semester for instances of meaningful integration of multimodal texts and the underlying technology, and sound literacy instruction. Finally, the authors closely examined differences in how the course was shaped and “reshaped” across all three iterations and noted any differences in PST outcomes related to these shifts. Findings – Overall findings suggest that enrollment in the literacy methods course improved both PSTs’ self-efficacy and knowledge about teaching with technology while also supporting PSTs’ ability to develop sound literacy instructional plans. Moreover, strategic positioning of multimodal texts and technology, in which integration is seamless, can help PSTs meaningfully and effectively weave multimodal text sets into their literacy lesson plans. Practical Implications – This chapter contributes to the literature on integrating multimodal texts and the underlying technologies into PST programs by providing explicit, research-based recommendations for how teacher educators can meaningfully and seamlessly infuse multimodal text sets into core curricula and instructional practices.
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