Pre-service Teachers’ Perceptions of Technology and Multiliteracy Within the Inclusive Classroom

Volume 2 - Issue 2
Julie Corkett Tina Benevides
Pages: 35-46 Download Count : 3373 View Count: 3051 DOI Number 10.17220/ijpes.2015.02.004 Facebook Share on Google+ Save to Zotero Save to Mendeley


The increased use of technology in today’s schools has created new possibilities for pre-service teachers and their students. Rather than limiting the use of technology based on student ability, it is now possible for pre-service teachers to develop integrated multiliteracy lessons that integrate technology and enhance student learning. Technology in the form of apps for iPads, iPods, and desktop computers enable teachers to achieve this goal; however, pre-service teacher’s perceptions of technology and teacher self-efficacy in relation to technology may influence whether technology is integrated into their lessons. This paper examines 144 primary/junior pre-service teacher’s self-efficacy and perceptions of technology before and after developing an app based multiliteracy lesson plan. Findings suggest that new teachers were more comfortable with the idea of integrating technology into their lessons after researching and completing a lesson plan focusing on the use of apps within an inclusive classroom.


  • literacy
  • pre-service education
  • technology
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