Narratives of Collaboration: Inquiring into Technology Integration in Teacher Education
Elizabeth L. Strehle, Kennedy Middle School, United States ; April Whatley, University of New Orleans, United States ; Karen A. Kurz, Berry College, United States ; Samuel J. Hausfather, East Stroudsburg University of Pennsylvania, United States
Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
A group of teacher educators researched their implementation of technology while trying to remain consonant with their philosophical frameworks. Four themes cut across the collected narratives. Commitment toward change describes the background attitudes and beliefs that propelled them to explore changes to their practice. Obstacles to using technology involved challenges in the teaching and learning environments. Struggles in using technology within instructional contexts highlights shared pedagogical concerns. Finally, attitudes toward technology use, outlines shifting understandings and their effect on their attitudes as teacher educators. Three conclusions emerged from the study. A match between the use of technology and the goals of instruction was necessary. Technology tended to make tasks more complicated, limiting the ability to incorporate technology into teaching. Perhaps more important than the exploration of technology as an instructional tool, however, was the insight gained into their own philosophies of teaching and learning through participation in the narrative of collaboration, and the ability to submit self-narratives for discussion by groups of colleagues.
Strehle, E.L., Whatley, A., Kurz, K.A. & Hausfather, S.J. (2002). Narratives of Collaboration: Inquiring into Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 10(1), 27-47. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved February 21, 2019 from https://www.learntechlib.org/primary/p/8820/.
© 2002 Society for Information Technology & Teacher Education
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