The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms
ARTICLE
Kara Dawson
Journal of Computing in Teacher Education Volume 24, Number 1, ISSN 1040-2454
Abstract
The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technology-enhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results. (Contains 5 tables and 2 figures.)
Citation
Dawson, K. (2007). The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms. Journal of Computing in Teacher Education, 24(1), 5-12. Retrieved August 9, 2024 from https://www.learntechlib.org/p/105328/.
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Keywords
- academic achievement
- active learning
- educational technology
- Field Experience Programs
- higher education
- information technology
- inquiry
- Learning Experience
- preservice teachers
- professional development
- Reflective Teaching
- Student Projects
- teacher education
- Teacher Education Programs
- Teacher Role
- technology integration
- Technology Uses in Education
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Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 36–41
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