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From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion Article

, Bowling Green State University, United States ; , , Oswego State University, United States

Journal of Technology and Teacher Education Volume 9, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article uncovers changes that occurred in preservice teachers' thinking about and use of technology infusion and its role in student learning. It reports on findings from a two-year evaluation study of a preservice teacher technology in-fusion project in which teams of teacher educators and K-12 teachers collaborated to infuse technology in their respective teaching contexts, and to create links between these contexts. Each team created (a) hands-on experiences with computer technology to support constructivist teaching, (b) two-way interactive videoconferencing between college courses and K-12 classrooms, and (c) field experiences in technology rich classrooms. Based on analysis of survey and focus group data, classroom observations, and analysis of preservice teachers' work, findings indicated that preservice teachers changed their views of technology infusion from thinking that they would teach and learn about technology to thinking they would use technology to support student learning. Project design features, as well as implications for future practice, are discussed.

Citation

VANNATTA, R., BEYERBACH, B. & WALSH, C. (2001). From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion. Journal of Technology and Teacher Education, 9(1), 105-127. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved June 22, 2018 from .

Keywords

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Cited By

  1. Anticipated and Actual Use of Technology in Student Teaching

    Susan Santoli, University of South Alabama, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4846–4851

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