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Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge
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, , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports preliminary findings from an exploratory study that obtained a self-reported assessment of 37 pre-service teachers across the program to investigate the extent to which they (a) identified themselves in the role of a future teacher who incorporates technology in his/her practice; (b) experienced the necessary support and training in order to integrate technology into future classroom activities; and, (c) developed the knowledge essential for teaching with technology. The Dynamic Systems Model of Role Identity (DSMRI) (Kaplan & Garner, 2016), the Synthesis of Qualitative Evidence (SQD) model (Tonduer et al., 2016), and the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, In Press) provided the theoretical framework for pre-service teachers to explore their professional identity, experiences, and knowledge that would prepare them and motivate their actions as teachers who incorporate technology in their practice.

Citation

Shah, M. & Ulrich, S. (2017). Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2443-2451). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. Change in Role Identity of an Environmental Science Educator Who Desires to Facilitate Learning by Making

    Mamta Shah, Mark Petrovich, Aroutis Foster & Raja Schaar, Drexel University, United States; Danielle Chen, University of Pennsylvania, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1635–1645

  2. Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology

    Teresa, S. Foulger, Arizona State University, United States; Mamta Shah, Drexel University, United States; Kevin J. Graziano, Nevada State College, United States; Denise A. Schmidt-Crawford, Iowa State University, United States; David A. Slykhuis, University of Northern Colorado, United States; Rohit Mehta, Iowa State University, United States; Irina Lyublinskaya, CUNY College of Staten Island, United States; Debra Sprague, George Mason Universitiy, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2041–2046

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