Technology Integration in Literacy Lessons: Challenges and Successes

This study used open coding to analyze 662 idea-units that 44 preservice teachers expressed about successes and challenges related to technology integration in literacy lessons in a reading methods class. Data sources included reading responses, self-reflections on videos of their lessons, and Collaborative Peer Video Analysis. Eleven categories emerged, reflecting two themes: (a) technology selection and (b) planning and instructional processes. Relative occurrence of each category was calculated, and categories were mapped onto the Technological, Pedagogical, and Content Knowledge Framework. Preservice teachers' most frequently reported challenges were lesson management/engagement and ineffective teaching methods (36% and 25% of all challenges, respectively). Their most frequently reported success was selecting technology with affordances that supported the lesson objective (47% of all successes). Preservice teachers' knowledge and practices changed over time.