Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integ...

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Autores principales:	Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ
Formato:	article
Lenguaje:	EN FR
Publicado:	The Canadian Network for Innovation in Education (CNIE) 2021
Materias:	Educational technologies literacy professional development primary and elementary teachers cross cultural comparison Education L
Acceso en línea:	https://doaj.org/article/39d8eb03e6a143c480d2402e2181672e
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id	oai:doaj.org-article:39d8eb03e6a143c480d2402e2181672e
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spelling	oai:doaj.org-article:39d8eb03e6a143c480d2402e2181672e2021-11-27T04:05:53ZEvaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software10.21432/cjlt279521499-66771499-6685https://doaj.org/article/39d8eb03e6a143c480d2402e2181672e2021-11-01T00:00:00Zhttps://cjlt.ca/index.php/cjlt/article/view/27952https://doaj.org/toc/1499-6677https://doaj.org/toc/1499-6685 The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed. Constanza Uribe-BandaEileen WoodAlexandra GottardoAnne WadeRose IminzaMaina WaGĩokõThe Canadian Network for Innovation in Education (CNIE)articleEducational technologiesliteracyprofessional developmentprimary and elementary teacherscross cultural comparisonEducationLENFRCanadian Journal of Learning and Technology, Vol 47, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Educational technologies literacy professional development primary and elementary teachers cross cultural comparison Education L
spellingShingle	Educational technologies literacy professional development primary and elementary teachers cross cultural comparison Education L Constanza Uribe-Banda Eileen Wood Alexandra Gottardo Anne Wade Rose Iminza Maina WaGĩokõ Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
description	The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.
format	article
author	Constanza Uribe-Banda Eileen Wood Alexandra Gottardo Anne Wade Rose Iminza Maina WaGĩokõ
author_facet	Constanza Uribe-Banda Eileen Wood Alexandra Gottardo Anne Wade Rose Iminza Maina WaGĩokõ
author_sort	Constanza Uribe-Banda
title	Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
title_short	Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
title_full	Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
title_fullStr	Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
title_full_unstemmed	Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
title_sort	evaluating teachers' learning, perceptions, and cultural differences following professional development for early literacy software
publisher	The Canadian Network for Innovation in Education (CNIE)
publishDate	2021
url	https://doaj.org/article/39d8eb03e6a143c480d2402e2181672e
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Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

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