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Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education

Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education

Darrell Hucks, Patrick Hickey, Matthew Ragan
Copyright: © 2016 |Volume: 4 |Issue: 1 |Pages: 16
ISSN: 2155-6903|EISSN: 2155-6911|EISBN13: 9781466692862|DOI: 10.4018/IJCEE.2016010102
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MLA

Hucks, Darrell, et al. "Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education." IJCEE vol.4, no.1 2016: pp.16-31. http://doi.org/10.4018/IJCEE.2016010102

APA

Hucks, D., Hickey, P., & Ragan, M. (2016). Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education. International Journal of Cyber Ethics in Education (IJCEE), 4(1), 16-31. http://doi.org/10.4018/IJCEE.2016010102

Chicago

Hucks, Darrell, Patrick Hickey, and Matthew Ragan. "Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education," International Journal of Cyber Ethics in Education (IJCEE) 4, no.1: 16-31. http://doi.org/10.4018/IJCEE.2016010102

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Abstract

The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

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