Welcome to the InfoSci Platform
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, Maria Katradis
Copyright: © 2019 |Pages: 31
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch068
Cite Chapter Cite Chapter

MLA

Sprague, Debra R., and Maria Katradis. "The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1459-1489. https://doi.org/10.4018/978-1-5225-7305-0.ch068

APA

Sprague, D. R. & Katradis, M. (2019). The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1459-1489). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch068

Chicago

Sprague, Debra R., and Maria Katradis. "The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1459-1489. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch068

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.