Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

Authors

  • Constanza Uribe-Banda Wilfrid Laurier University
  • Eileen Wood Wilfrid Laurier University
  • Alexandra Gottardo Wilfrid Laurier University
  • Anne Wade Concordia University
  • Rose Iminza Aga Khan Academies
  • Maina WaGĩokõ Aga Khan Academies

DOI:

https://doi.org/10.21432/cjlt27952

Keywords:

Educational technologies, literacy, professional development, primary and elementary teachers, cross cultural comparison

Abstract

The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.

Author Biographies

Constanza Uribe-Banda, Wilfrid Laurier University

Constanza Uribe-Banda is a doctoral candidate in the Developmental Psychology program, Wilfrid Laurier University. Her research interests include: teacher professional development, pedagogy, teaching literacy, and educational technologies. She also examines cross-cultural comparisons of instructional strategies.

Eileen Wood, Wilfrid Laurier University

Eileen Wood is a Professor in Developmental Psychology, Wilfrid Laurier University. Her primary research interests involve examining how children, youth, and adults acquire, retain, and recall information in educational contexts. This includes examining, evaluating, and developing instructional strategies to facilitate learning in formal and informal learning contexts including the use of new technologies.

Alexandra Gottardo, Wilfrid Laurier University

Alexandra Gottardo is a Professor in Developmental Psychology, Wilfrid Laurier University. Her background is in educational psychology and speech-language pathology. Her research examines factors related to teaching and learning, how to read in second language learners, focusing on literacy and cognitive-linguistic variables and concepts within and across languages.

Anne Wade, Concordia University

Anne Wade (M.L.I.S.) was the Manager and Information Specialist at the Centre for the Study of Learning and Performance, Education at Concordia University for 30 years. She currently serves as the LTK+ Global Manager coordinating a variety of international literacy projects, and as a part-time professor in the Department of Education, Concordia University.

Rose Iminza, Aga Khan Academies

Rose Iminza is an educator working at the Aga Khan Academy in Mombasa, Kenya. She is a Professional Development Coordinator for the technology based learning programs associated with the Learning Toolkit ( LTK+). She has served as the lead on professional development activities related to the LTK+ projects.

Maina WaGĩokõ, Aga Khan Academies

Maina WaGĩokõ is based at the Aga Khan Academy in Mombasa, Kenya. He is a Lead Facilitator working on Education Empowerment programmes which focus on school leaders, teachers, and school support systems. He works with governing agencies and partner organizations that participate in the LTK+ research.

References

Abrami, P. C., Lysenko, L., & Borokhovski, E. (2020). The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research. Journal of Computer-Assisted Learning, 36(3), 260-279. https://doi.org/10.1111/jcal.12417

Abrami, P. C., Savage, R. S., Deleveaux, G., Wade, A., Meyer, E., & Lebel, C. (2010). The learning toolkit: The design, development, testing and dissemination of evidence-based educational software. In P. Zemliansky & D. M. Wilcox (Eds.), Design and implementation of educational games: Theoretical and practical perspectives (pp. 168-187). IGI Global. https://doi.org/10.4018/978-1-61520-781-7.ch012

Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers and Education, 56(1), 91-100. https://doi.org/10.1016/j.compedu.2010.08.017

Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96(1), 43-55. https://doi.org/10.1037/0022-0663.96.1.43

Arciuli, J., & Bailey, B. (2019). Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders. Research in Developmental Disabilities, 85, 104-115. https://doi.org/10.1016/j.ridd.2018.11.003

Bailey, B., Arciuli, J., & Stancliffe, R. J. (2017). Effects of ABRACADABRA literacy instruction on children with autism spectrum disorder. Journal of Educational Psychology, 109(2), 257–268. https://doi.org/10.1037/edu0000138

Basma, B., & Savage, R. (2018). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457-481. https://doi.org/10.1007/s10648-017-9416-4

Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1). https://doi.org/10.1080/2331186x.2016.1139439

Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific Studies of Reading, 16(6), 526-536. https://doi.org/10.1080/10888438.2011.601434

Bleicher, R.E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18, 841–860. https://doi.org/10.1007/s10972-007-9067-2

Bold, T., Filmer, D., Martin, G., Molina, E., Stacy, B., Rockmore, C., Svennson, J., & Wane, W. (2017). Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa. Journal of Economic Perspectives, 31(4), 185-204. https://doi.org/10.1257/jep.31.4.185

Callaghan, M. N., Long, J. J., van Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. https://doi.org/10.1111/jcal.12209

CBC (2018). Competency-based curriculum, Kenya Institute of Curriculum Development. https://kicd.ac.ke/press_releases/competence-based-curriculum-january-3rd-2018

Center for the Study of Learning and Performance (CSLP). (2015). Literacy and numeracy within the Learning Toolkit+. Teacher Guide, Kenya Edition. https://www.concordia.ca/content/dam/artsci/research/cslp/docs/tools-software/learning-toolkit/ltk_kenya_guide.pdf

Chen, J., Brown, G. T. L., Hattie, J. A. C., & Millward, P. (2012). Teachers’ conceptions of excellent teaching its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947. https://doi.org/10.1016/j.tate.2012.04.006

Cheung, A., Mak, B., Abrami, P., Wade, A., & Lysenko, L. (2016). The effectiveness of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong. Journal of Interactive Learning Research, 27(3), 219-245.

Cunningham, A., Perry, K., Stanovich, K., & Stanovich, P. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139-167. https://doi.org/10.1007/s11881-004-0007-y

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Dubeck, M. M., Jukes, M. C. H., & Okello G. (2012). Early primary literacy instruction in Kenya. Comparative Education Review, 56(1), 48-68. https://doi.org/10.1086/660693

Edmondson, R. S. (2007). Investigating the effectiveness of a telepresence-enabled cognitive apprenticeship model of teacher professional development. In Proceedings of 10th international workshop on presence (pp. 265-276).

Grant, A., Wood, E., Gottardo, A., Evans, M. A., Phillips, L., & Savage, R. (2012). Assessing the content and quality of commercially available reading software programs: Do they have the fundamental structures to promote the development of early reading skills in children? NHSA Dialog, 15(4), 319-342. https://doi.org/10.1080/15240754.2012.725487

Gott, S. P., & Lesgold, A. M. (2000). Competence in the workplace: How cognitive performance models and situated instruction can accelerate skill acquisition. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science, Vol. 5 (p. 239–327). Lawrence Erlbaum Associates Publishers.

Helmer, J., Bartlett, C., Wolgemuth, J. R., & Lea, T. (2011). Coaching (and) commitment: Linking ongoing professional development, quality teaching and student outcomes. Professional Development in Education, 37(2), 197-211. https://doi.org/10.1080/19415257.2010.533581

Janssen, N., & Lazonder, A. W. (2015). Implementing innovative technologies through lesson plans: What kind of support do teachers prefer? Journal of Science Education and Technology, 24(6), 910-920. https://doi.org/10.1007/s10956-015-9573-5

Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading? Journal of Learning Disabilities, 42(5), 392–402. https://doi.org/10.1177/0022219409338736

Kalinowski, E., Franziska, E., Gronostaj, A., & Vock, M. (2019). Professional development on fostering students’ academic language proficiency across the curriculum - A meta analysis of its impact on teachers’ cognition and teaching practices. Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.102971

Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005

Ko, B., Wallhead, T., & Ward, P. (2006). Chapter 4: Professional Development Workshops-What Do Teachers Learn and Use? Journal of Teaching in Physical Education, 25(4), 397-412. https://doi.org/10.1123/jtpe.25.4.397

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/

Lonigan, C. J., Schatschneider, C., & Westberg, L., The National Early Literacy Panel. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In R. Eden & L. Bernard (Eds.), Developing early literacy: Report of the National Early Literacy Panel (pp. 55-106). National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838–857. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.861.1385&rep=rep1&type=pdf

Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Pre-service teachers’ knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia, 65(3), 142–158. https://doi.org/10.1007/s11881-015-0104-0

McMahan, K. M., Oslund, E. L., & Odegard, T. N. (2019). Characterizing the knowledge of educators receiving training in systematic literacy instruction. Annals of Dyslexia, 69, 21-33. https://link.springer.com/article/10.1007/s11881-018-00174-2

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108 (6), 1017-1054. https://www.tcrecord.org/content.asp?contentid=12516

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157-168. https://doi.org/10.1080/00220671.2012.667014

National Assessment of Educational Progress. (2019). NAEP report card: Reading. National Centre for Education Statistics. https://www.nationsreportcard.gov/reading?grade=4

National Reading Panel. (2000, April). Report of the national reading panel:Teaching children to read. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook

Nganga, L., & Kambutu, J. (2017). Preparing teachers for a globalized era: An examination of teaching practices in Kenya. Journal of Education and Practice, 8(6), 200–211. https://files.eric.ed.gov/fulltext/EJ1133010.pdf

Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439. https://doi.org/10.1111/j.1365-2729.2011.00447.x

Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). U.S. teachers’ perceptions of online professional development. Teaching and Teacher Education: International Journal of Research and Studies, 82(1), 33-42. https://doi.org/10.1016/j.tate.2019.03.006

Savage, R. S., Abrami, P., Hipps, G., & Deault, L. (2009). A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1. Journal of Educational Psychology, 101(3), 590–604. https://doi.apa.org/doi/10.1037/a0014700

Savage, R., Abrami, P. C., Piquette, N., Wood, E., Deleveaux, G., Sanghera-Sidhu, S., & Burgos, G. (2013). A (Pan-Canadian) cluster randomized control effectiveness trial of the ABRACADABRA web-based literacy program. Journal of Educational Psychology, 105(2), 310–328. https://psycnet.apa.org/doi/10.1037/a0031025

Sheridan, K., & Wen, X. (2020). Evaluation of an online early mathematics professional development program for early childhood teachers. Early Education and Development, 32. 98-112. https://doi.org/10.1080/10409289.2020.1721402

Tournaki, E., Lyublinskaya, I., & Carolan, B. (2011). An ongoing professional development program and its impact on teacher effectiveness. The Teacher Educator, 46(4), 299-315. https://doi.org/10.1080/08878730.2011.604711

United Nations Educational, Scientific and Cultural Organization Institute for Statistics. (2017, September). More than one-half of children and adolescents are not learning worldwide. http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf

Vibulpatanavong, K., & Evans, D. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467-491. https://doi.org/10.1007/s11145-018-9867-0

Washburn, E. K., Binks-Cattrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand and the USA. Annals of Dyslexia, 66(1), 7-26. https://doi.org/10.1007/s11881-015-0115-x

Wolf, S. (2018). Impacts of pre-service training and coaching on kindergarten quality and student learning outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123. https://doi.org/10.1016/j.stueduc.2018.05.001

Wolff, L. A., McClelland, S. S., & Stewart, S. E. (2010). The relationship between adequate yearly progress and the quality of professional development. Journal of School Leadership, 20(3), 304-322. https://doi.org/10.1177/105268461002000303

Wolgemuth, J. R., Savage, R., Helmer, J., Harper, H., Lea, T., Abrami, P. C., Kirby, A., Chalkiti, K., Morris, P., Carapetis, J., & Louden, W. (2013). ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial. Computers & Education, 67, 250–264. https://doi.org/10.1016/j.compedu.2013.04.002

World Bank. (2018). World development report 2018: Learning to realize education’s promise. doi:10.1596/978-1-4648-1096-1

Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207. http://www.learntechlib.org/p/5437/

Downloads

Published

2021-11-24

Issue

Section

Articles