Abstract
Because preservice teachers will be tasked with the responsibility of preparing their future students for effective communication and engagement in our global society, the experiences and practices related to digital writing that preservice teachers engage in before they begin their practice as full-time educators is critical to their professional development. This qualitative case study investigated two research questions, "How do teacher educators describe their technological, pedagogical, and content knowledge of digital writing?" and "How is teacher educators' knowledge of digital writing practices evident in their teaching?" This study took place at a large university in the Southeastern United States. Documents, interviews, and observational data were collected from two participants, Megan and Nancy. Both participants were educators in the elementary education preservice teacher programs at the university. The data from this study demonstrated that teacher educators had knowledge of digital writing tools, including how to integrate the use of digital writing tools into literacy instruction, help preservice teachers recognize the affordances and constraints of digital writing tools, and reflect on digital writing tools. The data sources also demonstrated common practices teacher educators integrated into preservice teacher instruction such as providing choice in the use of digital writing tools and modeling the use of digital writing tools for course assignments. The results of this study indicate the importance of integrating digital writing knowledge with practice in elementary preservice teacher programs. Additional implications for practice and suggestions for future research in digital writing is provided as a result of this study.
Notes
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Graduation Date
2022
Semester
Summer
Advisor
Zygouris-Coe, Vassiliki
Degree
Doctor of Philosophy (Ph.D.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Degree Program
Education; Reading Education
Identifier
CFE0009202; DP0026798
URL
https://purls.library.ucf.edu/go/DP0026798
Language
English
Release Date
August 2022
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Kelly-Howard, Kaira, "Elementary Pre-Service Teacher Educators' Digital Writing Knowledge and Practices: A Qualitative Case Study" (2022). Electronic Theses and Dissertations, 2020-. 1231.
https://stars.library.ucf.edu/etd2020/1231