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Activity.4 New Literacy

This document summarizes a research study on how student teachers and cooperating teachers integrate new literacies in elementary schools. The study examined five student teacher/cooperating teacher dyads supported by a coach. It found that the dyads integrated new literacies through enacting professional development in the classroom, planning lessons involving new literacies, and collaborating together by learning as partners. The study provided insights into effective collaborative approaches and how teacher growth occurs when a new literacies focus is added to student teaching. It concluded that the student teaching design was innovative in preparing teachers for 21st century classrooms that incorporate new literacies.

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GARCIA Emily
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456 views2 pages

Activity.4 New Literacy

This document summarizes a research study on how student teachers and cooperating teachers integrate new literacies in elementary schools. The study examined five student teacher/cooperating teacher dyads supported by a coach. It found that the dyads integrated new literacies through enacting professional development in the classroom, planning lessons involving new literacies, and collaborating together by learning as partners. The study provided insights into effective collaborative approaches and how teacher growth occurs when a new literacies focus is added to student teaching. It concluded that the student teaching design was innovative in preparing teachers for 21st century classrooms that incorporate new literacies.

Uploaded by

GARCIA Emily
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: EMILY C.

GARCIA Date: 11-19-22

Activity 4

New Literacies: Functional & Multi-literacies

Research Analysis: “NEW LITERACIES INTEGRATION BY STUDENT TEACHER/COOPERATING


TEACHER DYADS IN ELEMENTARY SCHOOLS: A COLLECTIVE CASE STUDY” Laurie A.
Friedrich, Ph.D

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry,


this collective case study examines new literacies integration by student teacher/cooperating
teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a
large Midwestern public school district where many STs from a large Midwestern public
university complete their student teaching experience. Through detailed vignettes of five ST/CT
dyads, this study provides an explicit view of varieties of dyad collaboration when a new
literacies emphasis is included in the student teaching semester. Research questions prompt
the examination of dyad new literacies integration through (a) enacting professional
development in the classroom, (b) planning lessons to involve children with new literacies and
(c) impacting dyad collaboration. ST and CT detailed descriptions provide a valuable insight
into processes and effects of this integration focus. Lessons learned include collaborative
approaches to integration that work, teacher growth comes with empowerment, and dyad
partners become learners together when adding a new literacies focus. An innovative student
teaching design arises to prepare teachers for 21st century classrooms

Analysis: How are new literacies integrated by student teachers and cooperating teachers in
their schools?

In the study, new literacies are integrated through technology in teacher education
programs. The study showed that the purpose of the teacher’s technology network project was
to improve the preparation of teachers so that they had more knowledge, skills and confidence
to integrate new literacies into their teaching and learning.

Implication: How did the results of the study on new literacies in Midwestern public university
impact the student teaching design?

The study on new literacies in a Midwestern public university impacted the student
teaching design by providing information on how students are using technology and new
literacies in their personal and academic lives. This information can be used to help shape
student teaching experiences and better prepare student teachers to work with students who
are using technology and new literacies in their own ways. In the ability to recognize,
comprehend, interpret, create, communicate, and compute using printed and written materials
associated with varying contexts.

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