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Domain and technology constructs aligned with Mishra and Koehler’s 2006 technology integration model were assessed, alongside perceptions of instructional pacing. Results show more similarities than differences, with limited foundational knowledge in early literacy concepts across both groups, higher perceived confidence for Kenyan teachers in some areas, strong correlations between technology comfort and technology-mediated teaching, and faster perceived pacing for Kenyan teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evaluating-teachers-learning-perceptions-and-cultural-differences-following-professional-development-for-early-literacy-software/598288/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evaluating-teachers-learning-perceptions-and-cultural-differences-following-professional-development-for-early-literacy-software/598288.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the focus of the professional development training in the study?","Question",{"text":63,"@type":64},"Teachers received training on integrating early literacy software into ongoing in-class instruction, and the study measured changes in confidence, comfort, and related perceptions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were teachers’ outcomes assessed?",{"text":68,"@type":64},"The study evaluated domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model, and it also assessed perceptions related to delivery pacing.",{"name":70,"@type":61,"acceptedAnswer":71},"What differences were found between Canadian and Kenyan teacher groups?",{"text":72,"@type":64},"Overall outcomes reflected more similarities than differences. Kenyan teachers showed higher perceived confidence in some content areas and were perceived to have faster instructional pacing.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598288,1792144767,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 47 (2) | Summer / printemps 2021 |\n| --- | --- |\n\nEvaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software  \nÉvaluation de l'apprentissage, des perceptions et des différences culturelles desenseignants à la suite du développement professionnel pour les logiciels  \nd'alphabétisation précoce  \nConstanza Uribe-Banda, Wilfrid Laurier University Eileen Wood, Wilfrid Laurier University Alexandra Gottardo, Wilfrid Laurier University  \nAnne Wade, Concordia University Rose Iminza, Aga Khan Academies Maina WaGĩokõ, Aga Khan Academies  \nAbstract  \nThe present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions oftheir abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.  \nKeywords: Educational technologies; literacy ; professional development ; primary and elementary teachers ; cross cultural comparison  \nCJLT/RCAT Vol. 47 (2)  \nRésumé  \nLa présente étude a examiné l'impact de la formation en développement professionnel sur la confiance, l'aisance et les perceptions des enseignants canadiens et kenyans quant à leurs capacitésd'enseigner les compétences de littératie précoce dans des classes au primaire. Les données ont été  \nrecueillies avant et après la formation sur la façon d'intégrer les logiciels d'alphabétisation précoce dans le cadre de l'enseignement en classe. Les construits de domaine et de technologie conformes au modèled'intégration technologique de Mishra et Koehler (2006) ont été évalués, ainsi que les perceptions liéesau rythme d'enseignement. Dans l'ensemble, les résultats reflètent plus de similitudes que de différences entre les deux groupes d'enseignants. Les limites des connaissances fondamentales concernant les concepts spécifiques à l'alphabétisation précoce étaient évidentes dans les deux groupes, malgré des niveaux de confiance perçus plus élevés chez les enseignants kenyans que chez les enseignants canadiens dans certains domaines. L'aisance perçue dans l'utilisation de la technologie et l'enseignement avec la technologie étaient fortement corrélés, et aucune différence n'a été observée entre les groupesd'enseignants. Le rythme est perçu comme étant plus rapide chez les enseignants kenyans que chez lesenseignants canadiens. Les implications pour le développement professionnel dans ce domaine sont discutées.  \nMots-clés : Technologies éducatives ; alphabétisation ; développement professionnel ; enseignants au primaire ; comparaison interculturelle  \nIntroduction  \nLiteracy is a foundational skill linked to social and economic success and personal well-being (Gott & Lesgold, 2000). However, millions of children worldwide are at risk for failing to acquire the level of literacy needed to experience these benefits (United Nations Educational, Scientific and Cultural Organization Institute for Statistics, 2017; World Bank, 2018) . As a result, researchers, educators, and governments around the world are devoting atten","cbCaimn0RO36agCW","https://ap.wps.com/l/cbCaimn0RO36agCW","pdf",140315,"English","# Abstract\n# Introduction","[{\"question\":\"What was the focus of the professional development training in the study?\",\"answer\":\"Teachers received training on integrating early literacy software into ongoing in-class instruction, and the study measured changes in confidence, comfort, and related perceptions.\"},{\"question\":\"How were teachers’ outcomes assessed?\",\"answer\":\"The study evaluated domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model, and it also assessed perceptions related to delivery pacing.\"},{\"question\":\"What differences were found between Canadian and Kenyan teacher groups?\",\"answer\":\"Overall outcomes reflected more similarities than differences. Kenyan teachers showed higher perceived confidence in some content areas and were perceived to have faster instructional pacing.\"}]","Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software | PDF",1792086650,48]