Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

中文翻译：

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真正的教学阅读学习：基础阶段的职前学生教师在真实教室中创建和使用数字故事的学习经验

不断发展的教学和学习与许多因素相关联，随着技术的进步，在课堂上的作用越来越大。因此，重要的是在教师教育课程的大学课程中包括使用交互式通信技术（ICT）。大学应该通过提供整合和丰富的学习经验的机会，在促进学生的自主学习方面发挥创造力。因此，本研究的目的是在计划和交付基础阶段阅读课程的过程中有意整合ICT。为此，我们通过提供有关创建数字故事（DS）的培训，为期末的基础阶段学生教师提供了可靠的学习机会，在实践社区（COP）（同行和其他相关方）中进行协作，然后在“现实世界”的课堂环境中使用他们的创作。这项研究的目的是探讨学生教师在小组中发展DS的观念和经验，这些小组在正式初始投入最少的情况下，以及他们在基础阶段（FP）在实际练习中在课堂上阅读课时使用DS的过程中。通过焦点小组访谈和参与者的反思文章收集数据。研究结果表明，创建自己的DS可以为学生教师提供丰富的，有益的多维学习经验。参与者报告说，尽管作业有认知上的要求，但他们认为“作业”具有实际价值，因为它与课堂实践直接相关。所培养任务的性质，对自己的学习有积极性的倾向。参与者还报告说，尽管在阅读课程中使用DS遇到了一些挑战，但DS在提供课程的过程中为年轻学习者提供了热情，并且具有教学价值。与会者认为，使用DS来促进阅读和识字具有很大的教学前景，因为它与这一代数字原生代产生了共鸣，这一代学习者出生于一个与数字技术互动的世界。很小的时候。