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The decision-making processes of preservice teachers as they integrate technology
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, , , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The TPACK framework is being used increasingly as teachers and preservice teachers plan how to integrate technology into their lesson plans. Several researchers have been examining teacher reflections on the benefits of using technology from data obtained through interviews. This research seeks to understand how preservice teachers go about making decisions about the use of technology in their teaching before and after taking a traditional technology integration course. In the study preservice teachers are give three lesson design scenarios before and after taking a course. The paper explores their instructional design decisions and their rationales for the ways that they integrated their technology knowledge and pedagogical knowledge.

Citation

Graham, C.R., Burgoyne, N. & Borup, J. (2010). The decision-making processes of preservice teachers as they integrate technology. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3826-3832). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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Cited By

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  • Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

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