Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

Abstract

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.

Computers and care? How can ICT integration help to build supportive PLC in ITE?

“…Similarly, the use of digital stories as a multimedia tool is supported the following research studies: Bull & Kajder 2017;Chabinga 2015;Chambers 2010;Hatlevik et al 2015;Gudmundsdottir 2010;Levy and Stockwell 2006;Malone 2014;Moodley and Aronstam 2016;Ou-Yang and Wu 2017;Raymond 2008;Robin 2008;Shandu 2011;Tiba, Condy, Chigona, Tunjera. 2015;Tunç 2017;Voogt, Erstad, Dede, Mishra .…”

“…United Nations Educational, Scientific and Cultural Organization advocates that language is a tool that promotes inter-cultural education and peaceful co-existence among communities (UNESCO 2016:9). Similarly, the success of using digital stories in teacher education, as outlined by Moodley and Aronstam (2016), supports a curriculum that integrates ICT.…”

“…The findings in their studies suggest that digital stories placed technology in the hands of the students and provided them with a multidimensional learning experience while the learning objectives were achieved. In addition, the study by (Moodley et al 2016) raises concerns around equitable epistemological access to ICTs as digital stories have shown to have pedagogical benefits in the development of reading and literacy skills. The development of reading and literacy skills through technology, is also highlighted in the findings of the study of (Yang & Wu 2012) for the learning of English as a foreign language.…”

Microsoft Excel: A promising tool for teaching basic descriptive statistics in initial teacher-training institutions

“…Digital stories were used in a study to improve literacy skills; they proved to be an effective learning tool for students (Beard 2001). Similarly, in the studies by (Bull & Kajder 2017;Moodley & Aronstam 2016), digital stories were used in order to make use of interactive communication technologies as a form of multimedia. This was carried out in relation to students who were struggling in reading; the FP preservice teachers created reading lessons in early literacy.…”

Playwriting as an emergent pedagogical tool for primary school student teachers

“…The preparation of student teachers for literacy education is a key component of teacher education programmes (Moodley & Aronstam 2016;Pretorius & Murray 2019;Reed 2014;Taylor 2019). It is particularly important for teaching reading in the African languages, in which most children in South Africa learn to read and write.…”