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

Julie M. Amador, Royce Kimmons, Brant G. Miller, Christopher David Desjardins, Cassidy Hall

Research output: Chapter in Book/Report/Conference proceedingChapter

8 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Teacher Education in the Digital Age
PublisherIGI Global
Pages81-107
Number of pages27
ISBN (Electronic)9781466684041
ISBN (Print)1466684038, 9781466684034
DOIs
StatePublished - Aug 3 2015

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