How do Pre-service Teachers Explain Their Own Technology Growth in a Technology Integration Course?

  1. Joyce Asing-Cashman, New Mexico State University, United States
  2. David Rutledge, New Mexico State University, United States

Wednesday, March 19 11:30-11:50 AM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Christine Anderson, Western Illinois University, United States

This research seeks to understand pre-service teachers’ (PST) perceived technology growth in a Technology Integration course. The pre-service teachers will be introduced to Web 2.0 tools by requiring them to be involved in an array of activities that include completing assignments using Google Docs, completing a digital learning journal using Weebly, creating and editing video clips using WeVideo, manipulating and editing images using GIMP, and creating a webquest based on three subject areas using Weebly. Employing a qualitative method, students responsed to three open-ended questions at the beginning of the semester; and three more open-ended questions at end of the semester. The participants are PSTs pursuing their undergraduate teaching degree and are enrolled in the Educational Learning Technology course (EDLT), called Integrating Technology with Teaching (EDLT 368) offered by the Department of Curriculum and Instruction at New Mexico State University, USA.

ID
40934
Type
Brief Paper
Topics
Information Technology Diffusion/Integration Information Technology Education Technological, Pedagogical Content Knowledge
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