Developing pre-service teachers’ technological, pedagogical and content knowledge through the creation of digital storybooks for use in early years classrooms

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Abstract

This article reports on an investigation of pre-service teachers’ (PSTs) views
on creating digital storybooks as a resource for use in early childhood
classrooms in Australia, and how this activity helped them develop
technological, pedagogical and content knowledge for teaching literacy.
Cohorts of first year Master of Teaching PSTs (n=67) participated in the study
over five consecutive years. Before describing the study, this article presents a
rationale for the creation of digital storybooks as a resource for teaching early
literacy. Data for this mixed-methods study came from an online survey, focus
group discussions, PSTs’ reflective comments and analysis of their digital
storybooks and rationales. This article focuses primarily on the survey data.
The majority of participating PSTs reported that the process of creating digital
storybooks and using them during professional practice was useful in helping
them develop their technological, pedagogical and content knowledge for
teaching literacy in the early years, as well as their knowledge about students.
However, several challenges were identified.
Original languageEnglish
Pages (from-to)1-26
Number of pages26
JournalTechnology, Pedagogy and Education
DOIs
Publication statusE-pub ahead of print - 17 Feb 2020

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