Date of Award
Spring 4-16-2021
Type
Dissertation
Major
Doctor of Education
Degree Type
Doctor of Education in Curriculum and Leadership
Department
Teacher Education
First Advisor
Dr. Mark McCarthy PhD
Second Advisor
Dr. Thomas McCormack, EdD
Third Advisor
Dr. Charlotte Henderson, PhD
Abstract
As a result of the fundamental changes to education due to COVID-19, this study focuses on the readiness of pre-service teachers to meet the literacy needs necessary in this technology mediated world by utilizing a theoretical framework that consists of a learning framework: Transformative Learning, a literacy framework: Multi literacies, and a technological framework: Technological Pedagogical Content Knowledge (TPACK) to include the 2019 addition of another knowledge base: ConteXtual Knowledge (XK). It is this context component of TPACK that is so frequently overlooked that may encompass the cultural aspects of teaching and learning including the primary and secondary Discourses, the Frames of Reference, and the impact of culture on experiences was vital to the current study.
This study focuses on the cultural component of each of these frameworks to provide contextual knowledge about pre-service teacher experiences with teaching literacy remotely.
Recommended Citation
Grigsby, Christy Nicole, "Exploring Elementary Pre - Service Teachers Technological Knowledge for Teaching Literacy: a Phenomenological Study" (2021). Theses and Dissertations. 454.
https://csuepress.columbusstate.edu/theses_dissertations/454
