Technology integration and novice teachers : looking at technology use of novice teachers in the context of their first year of teaching
The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field.
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Examining the technological development of preservice and novice teachers : cross-sectional case studies of teachers in a one-to-one laptop-infused teacher preparation program Yoon, Hyo-Jin (2012-12)The goal of this study was to explore technology experiences from a preservice teacher preparation program that requires every preservice teachers and instructors to own a laptop. The participants were a) preservice teachers ...
Preparing 21st century teachers : the relationship of technology integration, digital equity, and the preparation of new teachers Dholakia, Gloria Gonzales (2013-05)This study aimed to understand the relationship between (a) student teachers' conceptions of classroom technology use and digital equity and (b) the teacher education programs in which they study. This mixed method study ...
Johnston, Mary Theresa (2009-05)This study examined supports that facilitate teacher data use in schools. The purpose of this work was to extend the base of knowledge of general supports for teacher data use, leadership supports for teacher data use, and ...