Preparing preservice teachers to become self-reflective of their technology integration practices

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become selfreflective consumers of technology.