Two Teachers' Technology Use: Recommendations for English Teacher Preparation
Sara Flanagan, Purdue University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents the results of a qualitative study exploring two secondary English teachers’ use of technologies for instruction. Both teachers – one novice, one experienced – took part in a series of 10 observations and 3 interviews. Analysis of the data revealed that, while both teachers had access to the same technologies, each had different experiences teaching with (and without) those technologies. Analysis also revealed the teachers’ views on the role of technologies in their instruction, the challenges and advantages experienced when using technologies in their instruction and the teachers’ need for more experience with technologies in order to incorporate it into their instruction. Following a discussion of the results, this paper concludes with suggestions for teacher educators regarding the need for preservice English teachers to have authentic experiences with and meaningful information on technology integration in the English classroom.
Flanagan, S. (2011). Two Teachers' Technology Use: Recommendations for English Teacher Preparation. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3727-3735). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).