You are here:

Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses
ARTICLE

Journal of Digital Learning in Teacher Education Volume 34, Number 3, ISSN 2153-2974

Abstract

Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two stand-alone educational technology courses that used the connected learning design framework to reimagine a digital storytelling unit as an authentic, production-centered task scenario with opportunities for peer support, social connection, shared expertise, and collaboration. Results suggest that the connected learning activity moved beyond functional skills in ways that opened up a space for preservice teacher agency through student choice, experimentation, and peer support.

Citation

Lohnes Watulak, S. (2018). Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses. Journal of Digital Learning in Teacher Education, 34(3), 166-178. Retrieved June 25, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords