Technology-Enhanced Literacy Instruction

I’ve just finished exploring the “technology-enhanced literacy instruction” literature and creating a prezi presentation file about it, that I will share will our educational sciences bachelor students (4th year: “Younger”).

I’m heavily relying on the TPACK Model (Mishra & Koehler, 2006) to structure this presentation. I have also introduced the SAMR Model (Puentedura, 2009) to analyze/predict the added-value of different uses of (digital) technology for instructional purposes. The Instructional Software Functions Model (Roblyer & Doering, 2010) helps me to clarify the connections between Learning Theories/Teaching Strategies, Educational Uses and Software Functions. The Learning/Teaching Events Model (Leclercq & Poumay, 2005) will be used to distinguish between different learning events and the corresponding teaching events. I have tried to connect these learning/teaching events with Instructional Software Functions (Roblyer & Doering, 2010) and with ICT Potentials (Busana, 2001).

And now I’m sleepless after this exciting, stimulating and exhausting “explore and create” learning event… my brain feels like deconstructing, reconstructing, connecting, disconnecting, reconnecting and restructuring its soft- and hardware… I think I’ve learned quite a lot about Literacy, Literacy Instruction, Literacy Technologies, Instructional Technologies and Technologies for Literacy Instruction. Well, and I’ve learned a lot about how to use the Prezi Desktop program.

However the alarm clock will ring in exactly 1 hour… guess that’s been a productive night, but also a no-sleep- after-all night too… Let’s hope I’ll be fit enough in the afternoon to deliver the presentation…

I will probably be sharing the presentation online, very soon… 🙂

About me

I am an Assistant Professor at the University of Luxembourg in the field of learning and teaching sciences. My PhD thesis was in cognitive psychology, focusing on implicit learning processes. I have always been interested in the integration of ICT in education, especially the strategic use of technology in teaching. With the advent of the digital revolution, I became interested in exploring the socio-cultural changes in learning caused by the use of digital technologies.

My current research focuses on the subjective theories of learning held by teachers and how these influence their use of ICT in the classroom. I am particularly interested in identifying factors that enable or hinder the use of ICT in teaching, and how these factors can be addressed.

Throughout my career, I have worked extensively as a teacher trainer in the field of educational technologies. I have experience with various forms of active pedagogy approaches, including problem-based, project-based, and design-research approaches. My goal is to help teachers integrate technology into their teaching practice in a way that enhances student learning and engagement.

4 Feedbacks on “Technology-Enhanced Literacy Instruction”

Bob Reuter says:

May 18, 2010 at 6:37 PM

the prezi presentation file can be found here:
http://simple.lu/prezi/tech-literacy-instruction.html

N.B. It’s still somewhat *work-in-progress* and it may be difficult to understand without the narrative and comments 🙂 feel free to leave your impressions, questions and hesitations
Bob Reuter says:

May 18, 2010 at 6:46 PM

N.B. I don’t think that neuroscientific findings are the ultimate holy findings, just as much as I don’t think that psychological findings or pedagogical findings are “eternal truths” – I still do claim that we need diverse integrative and interdisciplinary, contrastive and controversial empirical evidence from many neighboring research fields to “eliminate” *false* assumptions and theories…
Bob Reuter says:

May 18, 2010 at 6:46 PM

No scientific discipline has ever really suffered from confronting its knowledge with neighboring disciplines… rather the contrary is true: dogma and close-mindedness have discredited these disciplines as pseudo-scientific 🙂
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May 19, 2010 at 12:53 PM

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