Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools

This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors\u27 experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow\u27s Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three activity systems in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included varied activities aimed at both beginning and advanced technology users, multiple levels of assisted performance, and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined

Using Technology to Develop Preservice Teachers\u27 Reflective Thinking

Developing high-level reflection skills proves troublesome for some preservice teachers. To examine the potential of an online environment for increasing productive reflection, students in three sequential undergraduate education classes responded to regular online prompts. We coded student comments for productive and unproductive reflection, knowledge integration, and analysis of the four aspects of teaching (learners and learning, subject matter knowledge, assessment and instruction ) as described by Davis, Bain, & Harrington (2001). We adapted a scoring approach recommended by Davis & Linn, (2000); Davis (2003) to analyze what aspects of teaching preservice teachers included, emphasized, and integrated when they reflected on their own beliefs about teaching. Discussion examines the utility of online environments for producing productive preservice teacher reflection

Preparing Information Literate Teachers: A Review of the Literature

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Preparing Information Literate Teachers: A Review of the Literature

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The Effect of Design Teams on Preservice Teachers\u27 Technology Integration

This study examined the effect of a specific instructional approach called design teams on preservice teachers\u27 attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world problems. This quasi-experimental study explored the efficacy of an educational technology course implemented with a design teams approach compared to the same course that utilized a standard instructional approach. The sample included 53 preservice teachers from one university majoring in either Early Childhood Inclusive or Elementary Inclusive Education. Preservice teachers in the treatment condition worked in design teams to plan technology integrated lessons to solve authentic instructional problems. In the comparison condition, preservice teachers completed instructor-designed assignments in class and planned a technology integrated lesson independently. In comparing the participating preservice teachers\u27 attitudes toward technology, skills, and TPACK, it was found that there were significant differences between the two groups on TPACK when measured with evidence from lesson plans. There were no significant differences when survey data on attitudes toward technology, technology skills, and TPACK were compared; further exploration indicated that both groups significantly improved on these measures over the course of the semester. These results suggested that the design teams approach was appropriate for use in preservice teacher technology education, but additional research is necessary to determine in which contexts and with what specific learning outcomes it is most effective

Immersive virtual reality and education: a study into the effectiveness of using this technology with preservice teachers.

Immersive virtual reality (IVR) is a rapidly advancing technology utilized across varying education fields for learning and educational applications. IVR provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity, making it a natural step to improve learning. Creating educational applications in IVR for use with students and preservice teachers could be a laborious and costly endeavor and require teacher belief in its effectiveness, so research is essential to investigate whether these applications are useful in advancing prekindergarten through Grade 12 (P-12) student learning. Research in this field is new, limited, and practically void of its use in P-12 learning environments. This inquiry expanded upon the literature on IVR technology in education and preservice teacher use of technology. Specifically, the purpose of this study was to investigate the impact of IVR technology on preservice teachers through an experience focused on the American Civil Rights Movement, specifically on knowledge attainment, lesson planning effectiveness, and motivation for future use in their instructional practice. Participants were 21 elementary preservice teachers in a diverse metropolitan university. Results indicated participants in the IVR group significantly increased scores on a content test, reported engagement with the experience, and indicated likelihood to use IVR with their future students

Examining the Effects of Selected Computer-Based Scaffolds on Preservice Teachers\u27 Levels of Reflection as Evidenced in their Online Journal Writing

This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman\u27s (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems

Teacher Education and Technology Integration: How Do Preservice Teachers Perceive Their Readiness to Infuse Technology into the Learning Environment?

In the past twenty years, substantial investments have been made in educational technology at the K-12 level. While increased integration of technology in K-12 teaching is more likely to occur when prospective teachers are exposed to a variety of computer uses in the majority of their undergraduate courses prior to their teaching in schools, due to the limited exposure in the use of technology by university teachers as well as the fast paced changes, preservice teachers often are not prepared for integrating and using technology in the classroom. The purpose of this study was to evaluate the perceptions of preservice students in their ability to integrate technology into a learning environment based on university coursework and field experience. Preservice teachers, within an NCATE accredited teacher education program, were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results of the data analysis, across the four academic years based on curriculum, modeling of university professors, and integration of technology within the methods coursework of the Leading Teacher Program, suggested that there was no significant difference among grade levels in their perceived ability to integrate technology. Results of the data analysis of seniors revealed multiple areas of significant differences before and after their field experience: ability to use online content response journals, integrating technology into a learning environment, and total score of the survey. Additional data analysis also revealed that the perceptions of Early Childhood students\u27 ability to integrate technology into a learning environment was significantly lower than that of Elementary and Secondary students within the same program. In addition, students who had well integrated modeling of technology in high school, revealed significantly higher perceptions of their ability to integrate technology into the learning environment. The conclusions drawn from the results of this study provide an insight into technology savvy characteristics of preservice teachers within a teacher education program, which has technology as one of its core themes; technology modeling and program design within a teacher education program can have an impact on preservice teachers to have stronger perceptions about their ability to integrate technology

Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning