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Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads into Literacy Instruction
ARTICLE

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Journal of Research on Technology in Education Volume 48, Number 1, ISSN 1539-1523

Abstract

The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK.

Citation

Hutchison, A. & Colwell, J. (2016). Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads into Literacy Instruction. Journal of Research on Technology in Education, 48(1), 1-15. Retrieved December 15, 2019 from .

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