Enhancing Instruction in a Changing World: Kindergarten Educators Implementing Technology to Support Student Reading Development

Abstract

With the rapid integration of technology into classrooms, educators are experiencing challenges in implementing technology into their Kindergarten programs. This study sought to identify ways to help Kindergarten educators enhance reading instruction with technology-infused lessons. This research drew on Dewey’s theory of progressivism, as well as Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) conceptual model. The study employed qualitative methods through a design-based research approach that included 2 teacher and 2 ECE participants who engaged in 3 training and reflective meetings with the researcher and created and implemented technology-enhanced reading lessons over 12 sessions. Data collection included fieldnotes, interviews, and surveys. Data analysis techniques involved open-ended and axial coding to derive themes that illustrated the data set. Results indicated that support can be provided to educators by recognizing and anticipating their needs, using differentiation, researcher problem solving, iterative professional learning cycles, and liaising with administration. Additionally, findings show that participants changed over the course of the study with attitudinal shifts, increased skills and knowledge of SMART Boards, and technology-enhanced practices. Lastly, findings show that the participants experienced numerous external and internal barriers, but were also able to identify ways to mitigate the barriers. Overall, this research provides implications for practice, research, and theory that can be used to implement effective pedagogy and programming for Kindergarten educators to support students’ reading development through technology enhanced practices.