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Critical Adoption of Content-Specific Technologies in Pre-Service Teacher Education PROCEEDINGS

, , University of Florida, Gainesville, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An educational technology course for pre-service social studies teachers was explicitly designed to focus on technological pedagogical content knowledge (Mishra & Koehler, 2006) and Hooper and Rieber’s (1999) model of teacher use of technology as a theoretical framework. Students’ (n=15) perceptions of their learning during the course were recorded in their reflections during and at the end of the course. An analysis of the reflections highlighted the usefulness of using an explicit design framework for educational technology courses that integrates technology, content and pedagogy.

Citation

Kumar, S. & Leeman, J. (2013). Critical Adoption of Content-Specific Technologies in Pre-Service Teacher Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3965-3971). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from .

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