Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 05, 2017 in Austin, TX, United States ISBN 978-1-939797-27-8
Abstract
This paper reports preliminary findings from an exploratory study that obtained a self-reported assessment of 37 pre-service teachers across the program to investigate the extent to which they (a) identified themselves in the role of a future teacher who incorporates technology in his/her practice; (b) experienced the necessary support and training in order to integrate technology into future classroom activities; and, (c) developed the knowledge essential for teaching with technology. The Dynamic Systems Model of Role Identity (DSMRI) (Kaplan & Garner, 2016), the Synthesis of Qualitative Evidence (SQD) model (Tonduer et al., 2016), and the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, In Press) provided the theoretical framework for pre-service teachers to explore their professional identity, experiences, and knowledge that would prepare them and motivate their actions as teachers who incorporate technology in their practice.
Citation
Shah, M. & Ulrich, S. (2017). Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2443-2451). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/177541.
© 2017 AACE