Abstract:

This study investigated perceived ease of use and perceived usefulness of technology believed by pre-service teachers and graduate reading specialists to design and develop inquiry-based literacy instruction.

The goal of inquiry instruction which is infused with multimedia is not only to acquire knowledge but how to investigate, solve problems, and participate in discussions which are vibrant and passionate. The intent of most higher education courses is to have candidates become involved in the lessons through questioning both instructor and fellow classmate. In this pedagogy, it will be necessary for candidates to not only ask different questions, but also to redefine the context in which the questions are posed. Candidate learning must focus on exploration, investigation, and inquiry.

The literature supports that technology engages students (Downes and Bishop, 2012) and encourages project-based learning (Lattimer and Riordan, 2011). It also supports the use of rich technology activities that are available for teachers (Harris and Hofer, 2009; Puentedura, 2009). While many models exist to measure the effectiveness of teaching with technology, this study will look at the readiness of teachers and specialists to use instructional technology in their classrooms to support inquiry methodology as measured by the Teacher Acceptance Model (Teo, 2010; Aypay, Halil, Aypay, Sever, 2012; Cubukcu, Tosuntas, Rircaburun, 2017; and Gyamfi, 2016). Do pre-service teachers and reading literacy specialists perceive the usefulness and ease of use of instructional technology strategies to aid in the design and development of inquiry-based instruction?

Increased internet accessibility has changed the way we communicate both informally and formerly in educational settings. This opportunity for shared knowledge voice supports the theory underlying the inquiry method and relates to Illich's (1971) original idea of “deschooling”. Specifically, the use of technological tools expands the constraints of the formal classroom into a less formal, more relaxed atmosphere. The proper use of this technology can enhance inquiry-based learning without negative impact to teaching and learning.

A convenience sample of undergraduate pre-service teachers and graduate reading specialist candidates were asked to complete a survey that measured their perceived ease of use, perceived usefulness, and knowledge of inquiry-based teaching and how they would design and develop lessons for K-12 students that were infused with technology. The independent variable was the design and development (Design Development score) of K-12 lessons in which the data measured the S’s likelihood of designing and developing lessons infused with technology and using inquiry-based strategies. Descriptive statistics were run and reliability analysis resulted in acceptable Cronbach alpha scores above 0.75. The convenience sample design necessitated a non-parametric set of analyses that showed significant Spearman-Rank correlation coefficients between perceived ease of use and Design Development scores and between Inquiry score and Design Development scores.

Keywords:

Innovative curriculum design, inquiry, technology acceptance model, collaborative learning, problem solving, higher education, teachers, reading specialists.