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University Reading and Mathematics Clinics in the Digital Age: Opportunities and Challenges With iPad Integration

University Reading and Mathematics Clinics in the Digital Age: Opportunities and Challenges With iPad Integration

Sheri Vasinda, Faryl Kander, Adrienne Redmond-Sanogo
Copyright: © 2018 |Pages: 32
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch058
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MLA

Vasinda, Sheri, et al. "University Reading and Mathematics Clinics in the Digital Age: Opportunities and Challenges With iPad Integration." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1263-1294. https://doi.org/10.4018/978-1-5225-5631-2.ch058

APA

Vasinda, S., Kander, F., & Redmond-Sanogo, A. (2018). University Reading and Mathematics Clinics in the Digital Age: Opportunities and Challenges With iPad Integration. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1263-1294). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch058

Chicago

Vasinda, Sheri, Faryl Kander, and Adrienne Redmond-Sanogo. "University Reading and Mathematics Clinics in the Digital Age: Opportunities and Challenges With iPad Integration." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1263-1294. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch058

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Abstract

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

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