Technology as a Heuristic: How Pre-Service Teachers Learn to Think About Mathematics Instruction Using Technology
Karen Ferneding, Rong-Ji Chen, University of Illinois at Urbana-Champaign, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to explore how technological artifacts act to mediate pre-service teachers' (PST) process of learning to teach with technology. Questionnaires, interviews and document analyses were conducted to investigate PST's beliefs and experiences. The preliminary results of this work-in-progress project revealed that (1) technology could act as a point of reference with which PST could reflect on their conceptions of mathematics learning and teaching; and (2) PST's perceptions of technology adoption were related to their pedagogical beliefs that actually reflected their beliefs about the nature of technology and the relationships among technology, education and society. The effort to understand how technology may or may not act as a mediator will shed light on how PST conceptualize their practice of teaching using technology and such understanding is a prerequisite for better understanding the success of a teacher education program.
Ferneding, K. & Chen, R.J. (2003). Technology as a Heuristic: How Pre-Service Teachers Learn to Think About Mathematics Instruction Using Technology. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3441-3444). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).