Fernholz, L. D. (2014). Theory into practice: Preparing pre-service teachers for effective literacy instruction using new literacies and technologies (Publication No. 3642749) [Doctoral dissertation, Cardinal Stritch University].  ProQuest Dissertations & Theses Global.

Abstract:

“Teacher preparation programs have an obligation to facilitate authentic learning opportunities for increasing pre-service teachers’ TPACK understandings during their methods courses. Additionally, these courses must be supported by curriculum goals and not simply for technical integration or as instructional add-on (Harris & Hofer, 2009; Hutchison et al., 2012).

Therefore, this study examined how pre-service teachers integrated the iPad and iPad “apps” to support the emergence of new literacies and technologies during the implementation of a one-to-one iPad tablet project within the context of a pre-service teacher literacy preparation course practicum. Research questions used to guide this study included: (1) to what extent did pre-service teachers themselves become familiar with and knowledgeable about how to best exploit the affordances unique to the iPad and the iPad Apps, (2) how did pre-service teachers use their understanding of new literacies to build on these affordances and, (3) how did pre-service teachers incorporate (or not incorporate) a critical literacy perspective when planning their literacy activities?

In an effort to advance literacy research and practices that encompass new literacies and technologies for teacher preparation programs, a Technological, Pedagogical, and Content Knowledge (TPACK) framework (Koehler & Mishra, 2007; Mishra & Koehler, 2006) was used as a lens through which to observe the development of TPACK in these ten pre-service teachers. Participant surveys, pre and post interviews, collected assignments and researcher observations were analyzed using TPACK tools (Harris, Grandgenett & Hofer 2012). The data were analyzed to examine the participants’ beliefs about the affordances of the iPad and iPad “apps” for literacy lessons designed for authentic tutoring sessions. The results indicate that participants’ TPACK understandings improved as their confidence to incorporate the device into literacy lessons increased. Collected data supported the notion that pre-service teacherTPACK development is closely related to a shift in identity from learners of literacy to teachers of literacy. Good teaching using technology required that the pre-service teachers understood the interrelationships among content, pedagogy, and technology.”