The instructional decisions and considerations teachers utilized with the integration of multimodal texts during a global pandemic

Simple item page
dc.contributor.advisorAnderson, Nancy
dc.contributor.committeeMemberKaye, Elizabeth
dc.contributor.committeeMemberBurke, Amy
dc.creatorHilton, Aimee 1975-
dc.creator.orcid0009-0000-3424-1847
dc.date.accessioned2024-02-08T21:21:24Z
dc.date.available2024-02-08T21:21:24Z
dc.date.created2023-12
dc.date.issuedDecember 2023
dc.date.submittedDecember 2023
dc.date.updated2024-02-08T21:21:24Z
dc.description.abstractThe COVID-19 global pandemic challenged the educational system in unprecedented ways. Teachers were tasked to shift modes of instruction and incorporate new multimodal curriculum with very little preparation time. Obstacles of incorporating technology into teaching were amplified by the lack of teacher preparation. Prior to the pandemic, research and theory clearly illustrated how multimodal texts support students as they employ the affordances to make meaning (Jewitt, 2008; Kress & van Leeuwen, 2001). Although many teachers were not adequately prepared, the pandemic provided a unique opportunity or case where teachers were required to use multimodal texts and multimodal digital texts despite the existing hurdles. The purpose of this qualitative study was to describe the planning and teaching considerations teachers utilized as they integrated multimodal texts into their instruction during the pandemic. Three individual case studies of teachers resulted in a cross-case analysis. Through surveys, interviews, and observations, the data provided a narrative perspective of their instructional decisions, use of multimodal texts, and their affordances in classroom instruction. Four themes emerged such as professional development, multimodal knowledge, multimodal texts, and instructional considerations. When teachers receive the explicit professional development over the best practices of multimodal texts and their affordances, then their multimodal knowledge grows which will then change how the teachers make their instructional decisions and shift their instructional approaches.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15741
dc.language.isoEnglish
dc.subjectLiteracy
dc.subject.otherMultimodal affordances
dc.subject.otherMultimodal texts
dc.subject.otherMultimodal digital texts
dc.subject.otherGlobal pandemic
dc.subject.otherInstructional decisions
dc.titleThe instructional decisions and considerations teachers utilized with the integration of multimodal texts during a global pandemic
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentLiteracy and Learning
thesis.degree.disciplineLiteracy, Language, and Culture
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
HILTON-PRIMARY-2024.pdf
Size:
26.47 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
proquest_license.txt
Size:
6.37 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
license.txt
Size:
2.05 KB
Format:
Plain Text
Description:
Download

Collections

Teacher Education