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Pre-service Teachers and Technology: Authentic Activities in a Cognitive Apprenticeship Framework
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, , University of Kansas, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

This paper is a case study of an educational technology course in a mid western university where authentic collaborative activities and assessments were designed in a cognitive apprenticeship framework to introduce pre-service teachers to technological tools for teaching or learning purposes. Student self-evaluations, course wiki and blog assignments, in-class discourse and feedback provided qualitative evidence for the study. Findings suggest that the framework was received well, helped reduce the fear of technology, improved competency perceptions, changed the view of collaborative work for the better, and encouraged integration of technology into pre-service teachers’ lesson plans. Teacher preparation programs need to work on reducing the gap of what pre-service teachers are taught and what they actually do in the field. Alternative methods like the study conducted in this paper are possible means to closing that gap.

Citation

Gan, S. & Lee, Y.J. (2012). Pre-service Teachers and Technology: Authentic Activities in a Cognitive Apprenticeship Framework. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2124-2133). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2012 Association for the Advancement of Computing in Education (AACE)

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References

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