Raising Literacy Levels Using Digital Learning: A Design-Based Approach in New Zealand

Autor/inn/en	Jesson, Rebecca; McNaughton, Stuart; Wilson, Aaron
Titel	Raising Literacy Levels Using Digital Learning: A Design-Based Approach in New Zealand
Quelle	In: Curriculum Journal, 26 (2015) 2, S.198-223 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1045535
Schlagwörter	Literacy; Literacy Education; Profiles; Instructional Effectiveness; Foreign Countries; Intervention; Student Diversity; School Effectiveness; Urban Schools; Elementary Secondary Education; Low Income; Program Implementation; Teaching Methods; Instructional Design; Information Technology; Laptop Computers; Observation; Educational Quality; Outcomes of Education; Cultural Pluralism; Interviews; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Charakterisierung; Profilanalyse; Unterrichtserfolg; Ausland; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Niedriglohn; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Laptop computer; Laptop; Computer; Digitalrechner; Beobachtung; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Kulturpluralismus; Interviewing; Interviewtechnik; Statistische Analyse; Neuseeland
Abstract	This paper reports on a design-based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic status (SES) communities. The intervention capitalises on a partially implemented programme in seven schools which use digital devices (netbooks) and applications to raise literacy levels. Learning and teaching measures have been used to identify effective components which can be more systematically implemented. Classroom observations were employed to provide a profile of the use and quality of the literacy instruction and to identify effective instructional practices, thereby contributing to the redesign of instruction for cluster wide implementation. The study adds to a growing number of interventions which use a design-based approach to tackle problems associated with school effectiveness. It contributes to the identification of promising new practices and to the design of more effective instruction in the context of a national system (New Zealand) that is already generally of high quality in literacy teaching but with low equity. A specific outcome is further evidence about how new technologies and digital learning are being implemented in low SES classrooms and the relationships with valued student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01