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Pre-service teachers’ experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements
ARTICLE

, Brooklyn College - CUNY, United States ; , Wayne State University, United States ; , Miami University of Ohio, United States

CITE Journal Volume 11, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper reports on a study of 22 preservice teachers enrolled in a first-semester mathematics teaching methods course. Course activities included participation in two separate field experiences in neighboring school districts. The methods class placed considerable emphasis on the use of advanced digital technologies in the teaching and learning of mathematics, with particularly extensive use of the TI-Nspire. The purpose of the study was to examine preservice teachers’ evolving relationships with advanced digital technologies in their teaching, examined through the lens of their technological pedagogical content knowledge (Koehler & Mishra, 2005; Niess 2005, 2006, 2007), and to examine the interplay between their field placements and the quality of their use of advanced digital technologies in inquiry-based lessons. The principal conclusion of the study is that there seems to be a crucial, perhaps decisive effect that modeling of exemplary practice in the field placement has on candidate attitudes regarding the use of advanced digital technologies in their teaching. There is evidence that the pre-service teachers' experiences in the classroom primed them for the possibilities of technology use but it takes the experiencing of exemplary practice to convince them of the benefits of working to incorporate technology in their own teaching.

Citation

Meagher, M., Ozgun-Koca, A. & Edwards, M.T. (2011). Pre-service teachers’ experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements. Contemporary Issues in Technology and Teacher Education, 11(3), 243-270. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from .

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Cited By

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    Nick Lux, Amanda Obery, Jamie Cornish, Jamie Cornish, Bruna Irene Grimberg, Bruna Irene Grimberg, Anthony Hartshorn & Anthony Hartshorn, Montana State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 250–267

  2. Unpacking TPACK: reconsidering knowledge and context in teacher practice.

    Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429

  3. Investigating the Impact of a Site-based Educational Technology Course in Teacher Education

    Nicholas Lux, Montana State University - Bozeman, United States; Mike Van Vuren, Bozeman School District, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2568–2573

  4. Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics

    Cheng-Yao Lin, Southern Illinois University, United States; Yu-Chun Kuo, Jackson State University, United States; Yi-Yin Ko, Indiana State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1422–1431

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