You are here:

Preservice Teachers’ Technology Integration: Development of a Grounded Theory
PROCEEDINGS

, University of Puerto Rico, Puerto Rico

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper is a report of an in progress study conducted with pre-service teachers from a university in Puerto Rico about technology integration. The purpose is to develop a grounded theory about the preservice teachers’ technology integration during their field experiences. Some of the information compilation techniques include recorded interviews and content analysis. Some of the early findings suggest answers to the five W’s (What, When, Where, Who and Why) about the technology integration process. Several important concepts are presented and the relationship between them and the technology integration processes are discussed. Recommendations for future studies are made.

Citation

Martínez, C. (2009). Preservice Teachers’ Technology Integration: Development of a Grounded Theory. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2018-2022). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

Keywords

View References & Citations Map

References

  1. Bringer, J.D., Johnston, L.H., & Brackenridge, C.H. (2006). Using computer-assisted qualitative data analysis software to develop a grounded theory project. Field Methods, 18(3), 245– 266.
  2. Glaser, B., & Holton, J. (2004) Remodeling grounded theory. Forum: Qualitative Social Research [On-line Journal], 5(2), Art. 4. Retrieved Aug 6, 2008: http://www.qualitative-research.net/fqs-texte/2-04/2-04glaser-E.htm.
  3. Hall, B. (2008). Practicing teachers’ advice to pre-service teachers on technology skills needed in the classroom. In K. McFerrin
  4. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  5. Pollard, C., & Pollard, R. (2004). Research priorities in educational technology: A Delphi study. Journal of Research on Technology in Teacher Education, 37(2), 145-160.
  6. Schreiber, R.S. (2001). The“ How to” of grounded theory: Avoiding the pitfalls. In, R.S. Schreiber& P.N. Stern (Eds.), Using grounded theory in nursing (pp. 55 – 84). New York, NY: Springer Publishing Company.
  7. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.