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Joshua JAMELO - MODULE 2 - RESEARCH ANALYSIS

This study examined how student teacher/cooperating teacher dyads integrated new literacies in elementary classrooms. The dyads received professional development by attending a technology conference. They then planned lessons involving technologies like iPads that engaged students in projects, research, communication, and reading digitally. The study found collaborative professional development helped teachers grow and learn together when adding new literacies. It revealed an innovative student teaching model to prepare teachers for 21st century classrooms.

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243 views2 pages

Joshua JAMELO - MODULE 2 - RESEARCH ANALYSIS

This study examined how student teacher/cooperating teacher dyads integrated new literacies in elementary classrooms. The dyads received professional development by attending a technology conference. They then planned lessons involving technologies like iPads that engaged students in projects, research, communication, and reading digitally. The study found collaborative professional development helped teachers grow and learn together when adding new literacies. It revealed an innovative student teaching model to prepare teachers for 21st century classrooms.

Uploaded by

chicken pork adobo
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© © All Rights Reserved
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MODULE 2

RESEARCH ANALYSIS
Direction: Analyze the following research abstract and cite its implication on teaching-
learning by answering the questions below.

New literacies integration by student teacher/cooperating teacher dyads in


elementary schools: A collective case study Friedrich (2014)

Abstract

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry,


this collective case study examines new literacies integration by student teacher/cooperating
teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a
large Midwestern public school district where many STS from a large Midwestern public
university complete their student teaching experience. Through detailed vignettes of five ST/CT
dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacy
emphasis is included in the student teaching semester. Research questions prompt the
examination of dyad new literacies integration through (a) enacting professional development in
the classroom, (b) planning lessons to involve children with new literacies, and (c) impacting
dyad collaboration. ST and CT detailed descriptions provide a valuable insight into processes
and effects of this integration focus. Lessons learned include collaborative approaches to
integration that work, teacher growth comes with empowerment and dyad partners become
learners together when adding a new literacy focus. An innovative student teaching design arises
to prepare teachers for 21st century classrooms.

(Source: Friedrich, L. (2014). New literacies integration by student teacher cooperating teacher dyads in elementary
schools: A collective case study. Public Access Theses and Dissertations, College of Education and Human
Sciences. 214. http://digitalcommons.unl.edu/cehsdiss/214)

Analysis:

How are new literacies integrated by student teachers and cooperating teachers in their schools?
- The grant in this study provided substitute teacher compensation for cooperating teachers
attending the Technology Conference and workshop, as well as a fifteen-dollar iTunes
gift card for each dyad to purchase apps. At the start of the student teaching semester,
each cooperating teacher participant was invited to attend a Technology Conference at
the university with their ST. Multiple sectionals on new literacies integration in
elementary schools were delivered in a hands-on approach by elementary teachers and
education professionals, allowing participants to try utilizing the technologies in a safe
and friendly environment. All CT participants attended this conference to demonstrate
their enthusiasm in learning more about the integration of new literacies in teaching, as
well as to commit to building a connection with their ST through collaborative
professional development activities. None of these CTs had ever seen an iPad before
attending the Technology Conference. At the conference, they were introduced to iPads,
instructional software, and unique teaching ideas. Each stated a desire for additional
mentoring to assist them in incorporating these new ideas into their teaching. As a result,
some of the ways in which student teachers and cooperating teachers integrated new
literacies in their schools include involving children in projects across the curriculum that
used new literacies, such as asking questions, searching online for answers, evaluating
sites, collaborating, communicating learning with multimedia, usage of new reading
series with its digital components in a relatable way that is exciting for children, and
practicing the use of digital technologies like iPads in guided reading.

Implication:

How did the results of the study on new literacies in a Midwestern public university impact the
student teaching design?

- This research on emerging literacies cleared the path for a curriculum that adapts to an
ever-changing technological world. Educators become fully aware of how critical it is for
them to equip and practice technology-based skills, which they can then use to lesson
planning and implementation. 21st-century learners gain significantly from this because
they are the future bearers of society and are likely to be conversant with these
technologies. As a result, one of the most important vehicles for the twenty-first century
is the use of technology for effective and long-term learning. As the education system
and workforce become increasingly technologically advanced, students must keep up
with new digital trends while still thoroughly comprehending course content. The
findings of this study offer instructors a priceless opportunity to improve student
engagement and academic success. Students can use digital platforms to collaborate with
peers, explore creativity through technology features, engage in higher-order thinking
processes, participate in inquiry-based learning, synthesize information from many
sources, and develop an online social presence. Overall, I believe that students and
teachers have good views toward technology integration and improve learner satisfaction,
engagement, and academic success.

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