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Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices
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Author(s): Julie M. Amador (University of Idaho, USA), Royce Kimmons (University of Idaho, USA), Brant G. Miller (University of Idaho, USA), Christopher David Desjardins (Science Institute-University of Iceland, Iceland)and Cassidy Hall (University of Idaho, USA)
Copyright: 2015
Pages: 27
Source title:
Handbook of Research on Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Southern Oregon University, USA)
DOI: 10.4018/978-1-4666-8403-4.ch004
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Abstract
The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.
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