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Teachers’ Belief Change in a Pedagogical Laboratory
PROCEEDINGS

, Georgia State University, United States ; , , , , University of Louisiana at Lafayette, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher candidates enrolled in a technology integration methods course facilitated student-centered lessons in a pedagogical laboratory as they taught a robotics or digital storytelling unit. We adopted a quantitative instrument to measure the impact of the pedagogical laboratory experience on teacher candidates' beliefs regarding technology use. The impact was largely insignificant. The qualitative data suggest that changes might be incremental and TBTUS might not be sensitive to changes that occurred after 22 hours of treatment, with only six hours of real teaching experience. Moreover, unlike vicarious experiences, personal teaching experiences may be different for each candidate, so they might have learned strategies that are unrelated to the beliefs that were measured.

Citation

Lai, G., Ma, Y., Williams, D., Prejean, L. & Ford, M.J. (2008). Teachers’ Belief Change in a Pedagogical Laboratory. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1140-1145). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2019 from .

Keywords

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