Reflective Teaching to Enhance Technology Integration
J. Michael Blocher, Tina Chaseley, Shadow Armfield, Laura Blocher, Laura Sujo-Montes, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teaching is a complex task and integrating technology in a meaningful manner has been termed a “wicked problem.” This paper describes a computer in the classroom course for teacher candidates which has a primary objective of promoting reflective teaching to enhance technology integrated lessons. The authors designed and developed a technology in the classroom course with the main objective to promote reflective teaching of designing, developing and practice teaching technology integrated lessons. This action research study was conducted to help evaluate the efficacy of the course design and to provide feedback for the authors’ reflection of their own teaching practice. Two instruments designed to measure metacognitive thinking and reflective teaching attributes were administered in a pre-post research design. Results demonstrate a significant difference in the teacher candidates’ pre and post scores on these instruments, indicating a significant growth in their self-reported reflective teaching attributes and metacognitive thinking.
Blocher, J.M., Chaseley, T., Armfield, S., Blocher, L. & Sujo-Montes, L. (2019). Reflective Teaching to Enhance Technology Integration. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2411-2416). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)