Vol. 35 No. 1 (2020): Special Issue on Technology and Teacher Education
Special Issue

Coaching Kindergarten Educators through Design-Based Research to Enact Technology-Enhanced Reading Instruction

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  • Rachel St. Hilaire,
  • Tiffany Gallagher
Rachel St. Hilaire
Brock University
Bio
Tiffany Gallagher
Brock University
Bio

Published 2020-10-30

How to Cite

St. Hilaire, R., & Gallagher , T. L. (2020). Coaching Kindergarten Educators through Design-Based Research to Enact Technology-Enhanced Reading Instruction. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 35(1). Retrieved from https://www.ijede.ca/index.php/jde/article/view/1157
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Abstract

Abstract: The integration of technology into classrooms at all levels of education is ubiquitous, however, some educators are experiencing challenges in implementing technology into their instruction. This study sought to identify ways to support Kindergarten educators (teachers and Early Childhood Educators [ECEs]) to enhance reading instruction with technology-infused lessons. The principal investigator assumed the role of a technology coach and used Design-Based Research (DBR) as both a method and professional development approach. Data collection included field notes, interviews, and surveys with educator participants (n=4). Data were analyzed using an inductive analysis approach; open-ended coding was used to create nodes, and then axial coding was used to create themes to illustrate the data set. The investigators verified and labelled these themes. Findings indicated that support can be provided to Kindergarten educators by enacting iterative cycles of DBR professional learning, anticipating and diagnosing educators’ needs, providing differentiated support, engaging in researcher self-determined problem solving, and liaising with administration. These supports were found to help mitigate barriers that educators faced when implementing technology into their reading programs. The findings provide implications for practice such as using modelling and scaffolding as part of the coaching strategy to implement effective programs of professional learning to support Kindergarten educators in providing instruction through technology-enhanced practices.

Keywords: technology coaching, Kindergarten educators, Design-Based Research (DBR), reading instruction

Résumé: L'intégration de la technologie dans les salles de classe à tous les niveaux d'enseignement est omniprésente, cependant, certains éducateurs ont des difficultés à mettre la technologie en œuvre dans leur enseignement. Cette étude visait à identifier des moyens pour aider les éducateurs de la maternelle (enseignants et éducateurs de la petite enfance [EPE]) à améliorer l'enseignement de la lecture avec des leçons intégrant la technologie. Le chercheur principal a assumé le rôle de coach technologique et a utilisé la recherche basée sur le design (DBR) à la fois comme méthode et comme approche de développement professionnel. La collecte de données comprenait des notes de terrain, des entrevues et des sondages auprès des éducateurs participants (n = 4). Les données ont été analysées en utilisant une approche d'analyse inductive; un codage ouvert a été utilisé pour créer des nœuds, puis un codage axial a été utilisé pour créer des thèmes afin d'illustrer l'ensemble de données. Les enquêteurs ont vérifié et étiqueté ces thèmes. Les résultats indiquent qu’un soutien peut être fourni aux éducateurs de la maternelle en adoptant des cycles itératifs d’apprentissage professionnel DBR, en anticipant et en diagnostiquant les besoins des éducateurs, en fournissant un soutien différencié, en participant à la résolution de problèmes auto-déterminée par les chercheurs et en assurant la liaison avec l’administration. On a constaté que ces soutiens aidaient à atténuer les obstacles auxquels les éducateurs se heurtaient lorsqu'ils implémentaient la technologie dans leurs programmes de lecture. Les résultats ont des implications pour la pratique, comme l'utilisation de la modélisation et de l'échafaudage dans le cadre de la stratégie de coaching pour mettre en œuvre des programmes efficaces d'apprentissage professionnel pour aider les éducateurs de maternelle à dispenser un enseignement grâce à des pratiques améliorées par la technologie.

Mots clés: coaching technologique, éducateurs de maternelle, recherche basée sur la conception, instruction de lecture

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