Abstract
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils' engagement and teachers' technology integration within PictoPal. Interviews were used to examine teachers' perceptions. Pupils' emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.
Original language | English |
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Pages (from-to) | 31-54 |
Number of pages | 24 |
Journal | Educational Technology Research and Development |
Volume | 60 |
Issue number | 1 |
DOIs | |
Publication status | Published - Feb 2012 |
Externally published | Yes |
Keywords
- Technology integration
- Technology rich learning environment
- Emergent literacy
- Kindergarten
- INTEGRATION
- CLASSROOM
- EDUCATION
- BELIEFS
- KINDERGARTEN
- COMPUTERS
- SUPPORT
- ICT