Fostering Reading Motivation Through the Use of E-Tools: A Qualitative Study of Student Teachers' Experiences.
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| 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] |
| Copyright of Journal of Didactics is the property of Journal of Didactics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129292686 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Fostering Reading Motivation Through the Use of E-Tools: A Qualitative Study of Student Teachers' Experiences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink><relatesTo>1</relatesTo><i> mathea.simons@uantwerpen.be</i><br /><searchLink fieldCode="AR" term="%22T'Sas%2C+Jan%22">T'Sas, Jan</searchLink><relatesTo>2</relatesTo><i> jan.tsas@uantwerpen.be</i><br /><searchLink fieldCode="AR" term="%22Mommaerts%2C+Magda%22">Mommaerts, Magda</searchLink><relatesTo>3</relatesTo><i> magda.mommaerts@ap.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Didactics%22">Journal of Didactics</searchLink>. dec2014, Vol. 5 Issue 1/2, p80-107. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Didactics is the property of Journal of Didactics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129292686 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 80 Subjects: – SubjectFull: Reading motivation Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: Fostering Reading Motivation Through the Use of E-Tools: A Qualitative Study of Student Teachers' Experiences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Simons, Mathea – PersonEntity: Name: NameFull: T'Sas, Jan – PersonEntity: Name: NameFull: Mommaerts, Magda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: dec2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 20674627 Numbering: – Type: volume Value: 5 – Type: issue Value: 1/2 Titles: – TitleFull: Journal of Didactics Type: main |
| ResultId | 1 |
