The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

Debra R. Sprague (George Mason University, USA) and Maria Katradis (George Mason University, USA)
Copyright: © 2015 |Pages: 27
DOI: 10.4018/978-1-4666-8403-4.ch005
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.
Chapter Preview
Top

Background

The review of literature for this study focuses on two main concepts: Technological Pedagogical Content Knowledge (TPACK) Framework and technology transference. These terms are discussed in terms of preservice teacher education.

Key Terms in this Chapter

SMARTboard: A brand of interactive whiteboards (IWB); these IWBs are large interactive displays that connect to a computer and project the computer display onto the SMARTboard surface. Data can be manipulated by using a stylus on the SMARTboard surface or from the computer itself.

Field Placements: K-12 school where preservice teachers practice their teaching skills under the supervision of a practicing teacher.

Teacher-Centered: Lessons in which the teacher is lecturing while the students are passively listening. For the purpose of this study, technology may be included in the lesson, but the students are not using it, only the teacher.

Blogs: Online journal in which people can leave comments for the author.

Self-Efficacy: Belief in one’s capability.

ISTE: International Society for Technology in Education; sets the standards for what teachers should know about and be able to do with technology.

TPACK: Framework for considering what teachers need to know to be able to integrate technology; focuses on three main components of teacher knowledge: technology, pedagogy, and content knowledge.

National Educational Technology Standards for Teachers (NETS-T): Original teacher standards for using technology; now referred to as ISTE Standards for Teachers.

Promethean Board: A brand of interactive whiteboards (IWB); these IWBs are large interactive displays that connect to a computer and project the computer display onto the Activboard surface. Data can be manipulated by using an Activpen or touch on the Activboard surface or from the computer itself.

Student-Centered: Lessons in which students are actively engaged. For the purpose of this study, students are actively using technology to promote higher thinking skills.

Complete Chapter List

Search this Book:
Reset