Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

Abstract

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT

“…At the conclusion of each peer teaching session, peer-learning participants were asked to provide their peer instructors with motivational encouragement in the form of written feedback, identifying aspects the PST did well and constructive suggestions for improvement. This provided the PSTs with an opportunity to critically reflect on their pedagogical practices related to ICDRT (Amador et al, 2015). This feedback was utilised in the PSTs' reflections in Assessment Task 1c.…”

Making the Transition to Virtual Methods in the Literacy Classroom: Reframing Teacher Education Practices

“…From this lens we push the focus from the "how" of technology integration to the "why," emphasizing digital literacies as socially situated (Mirra, 2019) rather than as isolated technical skills to be mastered. Despite massive district investment in technology tools and infrastructure (Koba, 2015), researchers have continued to argue (now for decades) that K-12 teachers are ill-prepared to integrate technology into their instruction in ways that will meaningfully transform student learning (Amador et al, 2015;Fahser-Herro & Steinkuehler, 2009;Sutton, 2011). Yet, this all too familiar argument is based on the limitations of teacher knowledge and skills integrating technology in mostly traditional, face-to-face settings.…”

Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University

“…Ugandan educational institutions and government sectors have been provided with computers (Uganda Communication Commission, 2014) and connected to the National Backbone Infrastructure (NBI) to increase internet speed to facilitate improved service delivery (Lubaale, 2020). However, the provision of computers and improved internet speed to educational institutions may not automatically lead to transformed learning if teachers are not prepared well with the required skills (Amador et al, 2015;Kafyulilo, 2011;Namae, 2020). To address the technological and pedagogical barrier to teachers' integration of technology into the classroom, TEIs teach several core courses, particularly teaching methods and educational technology, to produce suitable teachers for the 21 st -century learner (Andema et al, 2013;Kisalam & Kafyulilo, 2012;Namae, 2020).…”