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Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management

The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology users / Master of Education (Hons)

Identiferoai:union.ndltd.org:ADTP/182203
Date January 2002
CreatorsShand, Coral Jean, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies
Source SetsAustraliasian Digital Theses Program
LanguageEnglish
Detected LanguageEnglish
SourceTHESIS_CAESS_EEC_Shand_C.xml

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