Fostering Reading Motivation Through the Use of E-Tools: A Qualitative Study of Student Teachers' Experiences.

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Bibliographic Details
Title:	Fostering Reading Motivation Through the Use of E-Tools: A Qualitative Study of Student Teachers' Experiences.
Authors:	Simons, Mathea¹ mathea.simons@uantwerpen.be, T'Sas, Jan² jan.tsas@uantwerpen.be, Mommaerts, Magda³ magda.mommaerts@ap.be
Source:	Journal of Didactics. dec2014, Vol. 5 Issue 1/2, p80-107. 28p.
Subject Terms:	Reading motivation, Student teachers, *Secondary education
Abstract:	This article reports on a study in which new tools were used to enhance reading motivation in the classroom. 13 student teachers developed reading lessons using four different e-tools (electronic and emotional): Tablet Tales, Google Lit Trip, Role Playing Game and Feeling Image Poetry. The tools were put into practice in three schools for secondary education and both the process and the actual lessons were filmed. The focus group technique was used in order to determine to what extent these tools foster reading motivation as can be defined by such criteria as interest, ownership, self-efficacy, social interaction and mastery (McRae & Guthrie, 2009). It has become clear that the use of these tools makes it possible to broaden and vary reading experiences. Also, enhancing reading motivation through these tools does not only benefit reading lessons in language classes, but also the teaching of other subjects. As far as the teaching process is concerned, the tools give teachers opportunities to focus more on the initial situation of the learners and to differentiate. Finally, working with these tools also influences the way student teachers look at reading and teaching reading. They develop useful insights in the development of reading lessons and become more aware of criteria and conditions that improve reading motivation. At the same time, student teachers are aware of the fact that the use of these tools cannot be a purpose in itself (technology driven approach). As to their use (student) teachers always have to take into account the lesson targets and the specific group of learners (pedagogy driven). [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article reports on a study in which new tools were used to enhance reading motivation in the classroom. 13 student teachers developed reading lessons using four different e-tools (electronic and emotional): Tablet Tales, Google Lit Trip, Role Playing Game and Feeling Image Poetry. The tools were put into practice in three schools for secondary education and both the process and the actual lessons were filmed. The focus group technique was used in order to determine to what extent these tools foster reading motivation as can be defined by such criteria as interest, ownership, self-efficacy, social interaction and mastery (McRae & Guthrie, 2009). It has become clear that the use of these tools makes it possible to broaden and vary reading experiences. Also, enhancing reading motivation through these tools does not only benefit reading lessons in language classes, but also the teaching of other subjects. As far as the teaching process is concerned, the tools give teachers opportunities to focus more on the initial situation of the learners and to differentiate. Finally, working with these tools also influences the way student teachers look at reading and teaching reading. They develop useful insights in the development of reading lessons and become more aware of criteria and conditions that improve reading motivation. At the same time, student teachers are aware of the fact that the use of these tools cannot be a purpose in itself (technology driven approach). As to their use (student) teachers always have to take into account the lesson targets and the specific group of learners (pedagogy driven). [ABSTRACT FROM AUTHOR]
ISSN:	20674627