Journal of Technology and Teacher Education Volume 9, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The preservice teachers in this study were provided with laptop computers to use in the course of a yearlong fieldwork experience in an elementary school. Participant observations and indepth interviews were conducted to investigate how the preservice teachers used the laptops and the impact of this use. Each preservice teacher worked together with an elementary pupil to develop an electronic portfolio for the pupil. Findings indicate that laptops computers are indeed a viable means of achieving several goals at the same time. These include giving preservice teachers quick access to technology, providing them an opportunity to develop confidence in the integration of technology in teaching, providing elementary pupils with an opportunity to become comfortable and effective participants in the information age, and providing classroom teachers with an example of how technology can be used. The findings suggest that providing an opportunity to practice using technology with elementary pupils in a nonthreatening setting is one solution to the search of “what works” in preparing teachers who are willing and able to integrate technology in their own classrooms. The study recommends the use of a project-based approach, such as electronic portfolios, when preservice teachers are provided with access to technology.
Turner, S. & Kariuki, M. (2001). Creating Electronic Portfolios Using Laptops: A Learning Experience for Preservice Teachers, Elementary School Pupils, and Elementary School Teachers. Journal of Technology and Teacher Education, 9(4), 567-584. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 27, 2019 from https://www.learntechlib.org/primary/p/8407/.
© 2001 Society for Information Technology & Teacher Education
YaoTing Sung, University of Pittsburgh, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1205–1208
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