Technology integration coursework and finding meaning in pre-service teachers’ reflective practice

Kimmons, Royce; Miller, Brant G.; Amador, Julie M.; Desjardins, Christopher David; Hall, Cassidy

doi:10.1007/s11423-015-9394-5

Cited by 53 publications

(42 citation statements)

References 29 publications

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“…[21] have stated, RAT model relies on deep knowledge of the context, content, teacher and teaching and because of this practice oriented thinking RAT gives tools to understand the complexity of technology integration change process. Kimmons, Miller, Amador, Desjardins and Hall [23] are holding the view that RAT focuses less on what technologies are being used and more upon what role those technologies are fulfilling in specific context. They came into a conclusion in their study that it is meaningful to students' understanding about technology integration that in teacher education programs technology integration in students learning should be implemented in transformative ways [23].…”

Section: Administrative Taskmentioning

confidence: 99%

“…Kimmons, Miller, Amador, Desjardins and Hall [23] are holding the view that RAT focuses less on what technologies are being used and more upon what role those technologies are fulfilling in specific context. They came into a conclusion in their study that it is meaningful to students' understanding about technology integration that in teacher education programs technology integration in students learning should be implemented in transformative ways [23]. In this sense, it is significant that students were asked to create transformative learning tasks by using transformative technology integration.…”

Section: Administrative Taskmentioning

confidence: 99%

“…The study module was designed to give to the students themselves an authentic learning experience of technology integration in to learning and was designed using technology supportive pedagogy thinking. There are many studies supporting the idea of teacher students learning technology integration in authentic settings (see [23], [25]). The study module was grounded in media education.…”

Section: Becoming a Technology Supportive Pedagogue In Mtl-study Modulementioning

confidence: 99%

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Bridging Authentic Learning Task Into Technology Supported Transformative Pedagogy in Finnish Teacher Training

Lähdesmäki¹,

Valli²

2018

EDULEARN Proceedings

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The goal of the Finnish teacher training is to educate autonomous teachers, who have pedagogical competence and theoretical understanding about using ICT in teaching and learning. In this study, we describe teacher students' pedagogical ICT competence as designers of technology supported learning tasks. The study is based on Hughes' RAT model, which is a framework for assessing technology integration. The theoretical definition of RAT model is technology as a) replacement, b) amplification or c) transformation. To define this there are three systematical dimensions to analyze a particular technology use: Instructional Methods, Student learning processes and Curriculum Goals. The data consist of student groups' learning tasks (N=11). Results indicated that technology supported pedagogy as transformation is challenging for most teacher students. The results of the study state that the learning tasks included all three levels of RAT model integration.

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Section: Administrative Taskmentioning

confidence: 99%

Section: Administrative Taskmentioning

confidence: 99%

Section: Becoming a Technology Supportive Pedagogue In Mtl-study Modulementioning

confidence: 99%

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Bridging Authentic Learning Task Into Technology Supported Transformative Pedagogy in Finnish Teacher Training

Lähdesmäki¹,

Valli²

2018

EDULEARN Proceedings

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“…Among these conditions, the most important one is providing environments that increase the possibility for an individual to comfortably declare what he/she thinks and allow them to be free and not restricted by someone's rules or ideas (Korshuk, 2014). Being one of the mentioned environments, web-based environments may support learning experiences of pre-service teachers and it can provide them a learning environment where they can use critical thinking processes effectively (Kimmons et al, 2015). Since online communities of practice provide the opportunity of free thinking, expressing their thoughts, comparing their views, gathering and sharing information, they can be used as a tool for the use and improvement of critical thinking.…”

Section: Critical Thinking and Critical Thinking Dispositionsmentioning

confidence: 99%

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Ekici

2017

EURASIA J MATH SCI T

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This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that online communities of practice did not affect pre-service teachers' overall critical thinking disposition significantly. However, research results revealed that the scores that pre-service teachers have achieved from self-confidence and open-mindedness sub-factors of the inventory have significantly differentiated in favor of the pre-service teachers in the experimental group. The statements that pre-service teachers have made on their comments were weak in terms of critical thinking. Pre-service teachers have mostly expressed their own views and they have usually supported each other by providing positive opinions. Therefore, it is thought that online communities of practice affect positively only pre-service teachers' self-confidence tendency and the abilities to express their own opinions.

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“…Teacher education researchers have argued for a need to design preservice teacher assessment that can provide practical insights into preservice teacher learning to stakeholders, such as teacher educators (eg, Goodwin et al, 2014) and preservice teachers themselves (eg, Snead & Freiberg, 2019). Technology integration researchers, in particular, have been interested in the role of preservice teachers' technology integration course experience to understand their learning (eg, Kimmons, Miller, Amador, Desjardins, & Hall, 2015;Mouza, Karchmer-Klein, Nandakumar, Ozden, & Hu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Course‐level modeling of preservice teacher learning of technology integration

Jung¹,

Ottenbreit-Leftwich²

2019

Brit J Educational Tech

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We introduce an analytic approach to examine preservice teachers' technology integration learning as a process mapped against their technology‐related course experience in a technology integration course. The approach assumes that (1) the preservice teachers have common course learning experience; (2) their data are collected pre‐ and post‐course and paired; (3) the sample size is large enough to generate a structural covariance model; (4) the measurement is contextualized to the course characteristics around the types of technology tasks/tools used in the course and whether or not they were explicitly taught. The approach was applied to 368 preservice teachers' paired data to illustrate how the approach addresses the methodological issue of construct validity in TPACK measures, highlights the importance of technology integration course experience, and provides useful insights into a particular technology integration learning to its stakeholders.

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Technology integration coursework and finding meaning in pre-service teachers’ reflective practice

Cited by 53 publications

References 29 publications

Bridging Authentic Learning Task Into Technology Supported Transformative Pedagogy in Finnish Teacher Training

Bridging Authentic Learning Task Into Technology Supported Transformative Pedagogy in Finnish Teacher Training

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Course‐level modeling of preservice teacher learning of technology integration

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