RM Winter 2017 FINAL

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Reading Matters
Research Matters
Reading Matters | Volume 16 • Winter 2016 | |23|
that teacher beliefs about technologies in the classroom have
great impact on the implementation of the technologies (e.g.,
Becker, 2000) and can therefore be a vehicle for change, or
contribution to the obstacle. In actuality, addressing teacher
beliefs about technology may be a more challenging barrier to
overcome that of limited material resources (Donnelly, McGarr,
& O-Reilly, 2011). Recent research fails to explore practical
applications as action-oriented research. As a result, teachers and
researchers fall short of being able to address how availability
to technology and willingness to integrate multimodal literacies
translates into action and application from the teacher.
The purpose of the research was to identify triumphs
and challenges a teacher encountered while incorporating
multimodal storytelling into literacy instruction. Meeting research
objectives requires working with teachers to increase technology
in the classroom through training and implementation of
multimodal storytelling. Findings from this research aim to help
guide professional development and improve implementation
of multimodal storytelling as an effective literacy practice.
Theoretical Framework: TPACK Model
This research is framed by the TPACK Model (Mishra & Koehler,
2006), which examines teaching with technology via the complex
relationships between technological knowledge, pedagogical
knowledge, and content knowledge. TPACK conceptually
frames how teachers implement technology in their own
classroom, by navigating multi-faceted nature of knowledge,
specifically technology, pedagogical, and content knowledge.
Ideal instruction with technology integration is where the three
bodies of knowledge intersect. Teachers are currently expected
to be proficient in grade-level content with a level of pedagogy
understanding about the theories of learning. Graham (2011)
emphasizes a need to clearly define the constructs and the
boundaries that separate the functions. Additionally, Graham
emphasized the need to provide rationales for practice.
Technological Knowledge
Technological knowledge refers to basic understanding of
technology, including use and application of technological
devices. In educational practices, technology literacy may have
a wide range of applications. These include functional use of
the technological devices, such as basic computer skills and
knowledge with standard software (e.g., word processing,
spreadsheets, email, Internet, Mishra & Koehler, 2006).
Pedagogical Knowledge
Teachers demonstrate pedagogical knowledge on
a daily basis, as they are required to plan and deliver
instruction. This requires an understanding of development
and learning and students’ intra- and inter-individual
differences to develop and deliver lessons. Pedagogy is often
understood as the art and science of teaching. Pedagogical
knowledge contributes to how the information is presented
to students within a unit, lesson or project and may vary
based on teachers’ perceptions of student needs.
Content Knowledge.
Content knowledge includes an understanding of content
material (e.g., language arts, mathematics). This includes
understanding of grade-level standards and sequence of
instruction in both conceptual and procedural contexts.
Grade level content is dictated by CCSS or state standards.
The TPACK framework recognizes that for teachers to
effectively integrate technology into instruction, teachers
must have a substantial understanding of technology and
educational uses of technology. Hence, it is only when teachers
understand the dynamic relationships between technology,
content, and pedagogy (i.e., how technology influences
content, how content influences technology, how technology
influence pedagogy, how pedagogy influence technology, how
content influence pedagogy, and how pedagogy influence
content) that they can successfully integrate educational
technology in the classroom (Koehler & Mishra, 2009).
While each component in the TPACK framework is necessary
for effective teaching, it is through the overlap of the three
knowledge bases that we create meaning and opportunities for
learning. In addition to pedagogical and content knowledge that
is traditionally required of teachers, teachers must understand
how to use and integrate technology to facilitate good teaching
practices and enhance content delivery. Consequently, research
must examine effective implementation of technology through
lenses that recognize and document the individual and
communicative contributions of the three knowledge bases.
Method
This study utilized a formative research design to help the
teacher successfully implement multimodal storytelling in her
classroom. While formative experiment has been used in the field
of literacy for many years (e.g., Jimenez, 1997; Reinking & Pickle,
1993, Reinking &Watkins, 2000, Tracy & Headley, 2013), it, like
its design for research, continues to evolve. Unlike traditional
research that poses a research question and then, within a
stagnant framework, assesses the effectiveness of the intervention,
formative design poses a goal and documents the steps necessary
to reach that goal. The research was designed to deepen the
teacher’s understandings of how to use technology, specifically
multimodal storytelling, to enhance students’ literacy development
and document the trials and tribulations in the process. We
asserted that simply providing opportunities to use technology
is not enough to transform learning. It is only when teachers
develop ways to use the technology complemented by content
and pedagogical knowledge of literacy that student learning is
maximized. Following the guidelines set forth by Reinking and
Bradley (1998, 2000, 2008), we employed a formative experiment,
chronicling efforts to effectively implement multimodal storytelling
into elementary literacy classroom. Guidelines anchoring this study
included (a and b.) identify and justify both pedagogical goals and
instructional interventions, (c.) evaluate factors that enhance or
inhibit efforts toward pedagogical goal, (d.) modify intervention
as necessary to successfully achieve the goal, (e.) identify changes
in instructional environment and (f.) document unintended