Learning Technology Integration From a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems

Abstract

Background: Stand-alone educational technology courses have long faced the challenge of connecting preservice teachers to real-world problems of using technology for teaching and learning. Although many studies investigated the benefits of service-learning in teacher education, few were conducted in stand-alone educational technology courses. Purpose: This article reported the benefits and difficulties of a service-learning project that connected preservice teachers with authentic technology integration problems in K-12 classrooms. Methodology/Approach: Fifty-four undergraduate preservice teachers participated in this descriptive case study. They were guided to reflect on their learning related to technology integration through weekly problems/concerns survey and a final reflection survey. Semistructured interviews captured the salient aspects of preservice teachers’ experiences during the service-learning project. Findings/Conclusions: Preservice teachers valued the authenticity of the service-learning project because they could (a) apply their technology integration knowledge and skills to solve real-world problems and (b) explore resources and ideas relevant to teaching content in their subject areas. Challenges faced by preservice teachers are also discussed. Implications: Service-learning can create an authentic learning experience that connects technology integration with teaching content. Project orientation and feedback for appropriate technology options are the most valuable instructor supports.

A Systematic Review of e-Service Learning in Higher Education

“…A study about students' critical reflection [16], a comparison between online and traditional service learning [14] and success factors of e-Service Learning [3] resulted in one each. -Lawler [3] Case Study Garca-Gutierrez et al [4] -Yusof [5] Mixed Methods Griffin [6] -Nielsen [7] -Shah [8] Case Study Howlett [9] Mixed Methods Helms [10] Saitta [11] Case Study Jia [12] Case Study Gasper-Hulvat [13] -McGorry [14] -Marcus [15] Action research Guthrie and McCracken [16] -Guthrie and McCracken [17] Qualitative Method Salam [18] -Chen [19] -Fry [20] -Ruso [21] Mixed Methods Harris [22] -…”

“…Although it is reported that service learning with technology integration had many benefits, Jia et al [12] explores few challenges that happened among preservice teachers such as limited communication with classroom teachers, conflict between classroom teacher expectations and project requirements, inadequate project orientation and instructor support. Either way, Service Learning can create an authentic learning experience among students that connect technology integration with teaching content provided that instructors support students with project orientation and valuable feedback.…”

K-12 art teacher technology use and preparation

“…Since some of the teachers went through their programs more recently, newer technologies and more readily accessible internet resources would be available, which could mean other factors are at play. This could suggest that technology integration courses need to either model more examples of technology integration for future art teachers, bring in specific examples of how local art teachers are using technology in their classrooms ( Donovan and Green, 2009 ), a specific technology integration course solely for art teachers could be implemented to allow for greater focus on art classroom applications, provide service-learning opportunities ( Jia et al., 2017 ), and/or more modeling may be necessary within art and art education courses to help future art teachers to see more examples and have their entrenched beliefs about the use of technology in the art classroom challenged ( Ertmer and Ottenbreit-Leftwich, 2010 ; Marner and Örtegren, 2013 ).…”

“…The majority of teacher education programs prepare pre-service teachers to integrate technology into their future classrooms and teaching by requiring them to complete a minimum of one technology integration course ( Gronseth et al., 2010 ; Jia et al., 2017 ; Kleiner et al., 2007 ; Lambert and Gong, 2010 ). Even though a single technology integration course remains the practice for most teacher education programs, the composition of these courses can vary as they are often a place for curricular experimentation.…”

Redesigning and Implementing Traditional Musical Instrument in Integrated Technology Classroom

“…There have been various studies on technology integration [3,[6][7][8]. Lin and Chang [9] focused their research on developing physical activity in children with disabilities using MMK.…”