RM Winter 2017

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

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.

Reading Matters Research Matters

Reading Matters | Volume 16 • Winter 2016 | scira.org | 23 |

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