Prospective Classroom Teachers’ Perceptions of Using Digital Reading and Writing Practices at The Primary School Level

The purpose of current study was to explore prospective classroom teachers’ perceptions about the use of information and communication technologies in literacy education. The study was carried out on the basis of new literacies perspective. In this study, which is based on the phenomenological research design, digital reading and writing practices were conducted with 21 prospective classroom teachers. At the end of practices, prospective teachers were asked to respond in writing to open-ended questions. Prospective teachers’ perceptions indicated that information and communication technologies lead to some changes in the nature and teaching of literacy. In addition to, prospective teachers emphasized that reading processes in online contexts increase reader-text interactions, provide students with the opportunity to work on a large number of resources, and have multimodality. Moreover, prospective teachers stated that online writing and content creating have some characteristics such as online research, enhancing collaboration and interaction, developing creativity, and broadening the audience. Lastly, prospective teachers reported some obstacles to technology integration in literacy education