ERIC ED466700: "I Did Not Plan Ahead": Preservice Teachers' Concerns Integrating Print-Based Literacy Lessons With Computer Technology. - Info and Reading Options

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In order to determine preservice teachers' reflective thinking and concerns as they addressed the complexities of supporting and augmenting their students' literacy instruction through computer activities, a systematic qualitative inquiry was conducted. The study was conducted in three schools within the same school district in south Mississippi. The 58 preservice teachers in the study were enrolled in one of three literacy early-field programs (prior to student teaching). Twenty-nine preservice teachers in a required six semester-hour reading/language arts block reported to Bay View Primary School (grades K-3) two mornings a week during the fall semester. Lessons centered around use of quality children's literature; reading, writing, and arts connections; promoting students' strategic reading through reading comprehension strategies; and integrating reading instruction with computer technology. Ten preservice teachers matriculating in a three semester-hour content reading class required for education majors seeing a concentration in reading reported to First Street Upper Elementary School (grades 4-5) two mornings a week during the spring semester. Lessons centered around use of strategies to promote students' comprehension of content text; writing in duel entry diaries; linking literacy with the arts; and relevant use of computers to enhance reading instruction. Nineteen preservice teachers studying content reading methods reported to Louis Middle School (grades 6-8) two mornings a week during the fall semester. Working in science, social studies or language arts classrooms, these preservice teachers followed the same schedule and lesson formats as those at First Street Upper Elementary. The preservice teachers also wrote two teaching cases describing their reflective thinking, concerns, and problems as they addressed the intricacies of devising and offering print-based literacy lessons augmented by computer technology. These cases served as the main data source for the inquiry. (Cases illustrating four concerns are described in this paper.) Despite the fact that findings of this inquiry cannot be generalized to other preservice teachers and teaching contexts, the research provides some narrative evidence that supports teaching cases as windows into preservice teachers' lived experiences and realities. Analysis of the cases highlighted concerns about integrating literacy lessons with computer technology in three different teaching contexts. (Contains 32 references.) (AEF)

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