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The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK
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, , Center for Technology in Learning and Teaching, Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of the study is to investigate the impact field experiences, that are specifically targeted on using technology in PreK-12 educational contexts, have on preservice teachers in relation to their development of TPACK and as a result how prepared they are to integrate technology into their future classrooms. Participants are 9 preservice teachers enrolled in a 1-credit class offered for a Learning Technologies Minor at a large Midwestern university. Participants are required to complete a minimum of 24 hours in classrooms or educational contexts to observe how PreK-12 educators interact with and teach using technology. Data are collected from surveys completed before and after the field experiences, participants’ documentation of two observations framed in TPACK, their written reflections after each visit, and a focus group interview that is conducted at the end of the semester. Participants’ survey responses showed that they perceived themselves with higher TPACK after comple

Citation

Tai, S.J.D. & Schmidt-Crawford, D. (2015). The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3438-3443). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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