ABSTRACT

This article reports on an investigation of pre-service teachers’ views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also 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, and PSTs’ reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of 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.

摘要

本文报告了对职前教师关于创建供幼儿教室使用的数字故事书的观点的调查，以及这项活动如何帮助他们发展技术，教学法和内容知识以进行扫盲教学。PST硕士课程（n= 67）参加了为期五年的研究。本文还介绍了创建数字故事书的基本原理，以此作为早期识字教学的资源。这项混合方法研究的数据来自在线调查，焦点小组讨论以及PST对其数字故事书和基本原理的反思性评论和分析。本文主要关注调查数据。大多数PST报告说，创建数字故事书并在专业实践中使用它们的过程对于帮助他们发展早期的技术知识，教学法和内容知识以教授扫盲以及他们对学生的知识很有帮助。