Technology use in teacher candidate internship experiences and factors affecting this use
Laura Frazier, Mount St. Mary University, United States ; William Sadera, Towson University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As teacher candidates move closer to their ultimate goal of becoming teachers, they must complete a predetermined amount of time in internship experiences. This internship-based learning opportunity is designed to allow them to experiment with the instructional strategies they have learned in the university classroom. All too often though, there are barriers and stumbling blocks in the way. These obstacles affect their first lived experiences in the classroom and often force them to change their ideas and understandings about teaching, learning and the role of technology. Through this presentation we will discuss the results of a research study designed to build a stronger understanding of this experience. Data were collected through teacher candidate surveys, supervisor observation checklists and focus groups. Results and discussion will provide a clear and detailed understanding of the teacher candidates’ instructional uses of technology and of the factors affecting teacher candidate decision-making about instructional uses of technology.
Frazier, L. & Sadera, W. (2013). Technology use in teacher candidate internship experiences and factors affecting this use. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3152-3155). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).