Amina Cviko|Susan McKenney|Joke Voogt
Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis
University of Twente|University of Twente|University of Twente
present study aims provide insight value different teacher roles designing implementing technologyrich learning activities early literacy three cases different teacher role executoronly redesigner codesigner examined executoronly role teachers implemented readymade activities redesigner role teachers collaboratively redesigned existing activities codesigner role teachers collaboratively designed new activities role teachers implemented learning activities ten teachers ten classes participated three cases teacher perspectives assigned role practicality technologyrich learning activities coownership measured using interviews technology integration observed curriculum implementation pupil early literacy learning outcomes measured using pretest posttest quasi experimental design positive perspectives assigned role curriculum practicality sense coownership found codesigner case concerns practicality technology activities raised executoronly redesigner cases teachers redesigner case reserved role assigned extent integration technologyrich activities highest codesigner case lowest executoronly case significant learning gains found teacher role study concludes involving teachers design technologyrich activities positively affected teachers perceptions implementation teacher role executoronly redesigner codesigner contributed effectiveness technologyrich activities