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App Smashing to Bolster Preservice Teachers' Digital Teaching Repertoires: “Don't Stop Doing This”

App Smashing to Bolster Preservice Teachers' Digital Teaching Repertoires: “Don't Stop Doing This”

Cassie Y. Froemming, Mary L. Fahrenbruck, David W. Rutledge
Copyright: © 2022 |Pages: 24
ISBN13: 9781668454787|ISBN10: 1668454785|ISBN13 Softcover: 9781668454824|EISBN13: 9781668454794
DOI: 10.4018/978-1-6684-5478-7.ch010
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MLA

Froemming, Cassie Y., et al. "App Smashing to Bolster Preservice Teachers' Digital Teaching Repertoires: “Don't Stop Doing This”." Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, IGI Global, 2022, pp. 167-190. https://doi.org/10.4018/978-1-6684-5478-7.ch010

APA

Froemming, C. Y., Fahrenbruck, M. L., & Rutledge, D. W. (2022). App Smashing to Bolster Preservice Teachers' Digital Teaching Repertoires: “Don't Stop Doing This”. In C. Webb & A. Lindner (Eds.), Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices (pp. 167-190). IGI Global. https://doi.org/10.4018/978-1-6684-5478-7.ch010

Chicago

Froemming, Cassie Y., Mary L. Fahrenbruck, and David W. Rutledge. "App Smashing to Bolster Preservice Teachers' Digital Teaching Repertoires: “Don't Stop Doing This”." In Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, 167-190. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5478-7.ch010

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Abstract

This action research study examines preservice teachers' responses to a SAMR-focused App Smashing engagement created with suggestions from other technology studies with preservice teachers. In this study, the authors used qualitative methods to collect and analyze data from interviews, a pre- and post-App Smashing engagement survey, and digital artifacts. Findings revealed that some preservice teachers viewed the exploratory, independent nature of the engagement as beneficial to their learning. Yet most requested more step-by-step instructions and guidance than the authors initially thought preservice teachers would need. Results challenge the notion that preservice teachers are digital natives who prefer to learn about technology integration through “faster, less step-by-step” lessons. The results are a reminder that teacher educators need time to strategically design learning experiences to encourage preservice teachers to integrate technology into their instructional plans in meaningful ways.

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