The Technology Infusion iTeach Experience: Preparing Student Teachers to Integrate Technology

  1. LeeAnn Lindsey, Arizona State University, United States
  2. Ray Buss, Arizona State University, United States
  3. Teresa Foulger, Arizona State University, United States
  4. Keith Wetzel, Arizona State University, United States
  5. Stacey Pasquel, Arizona State University, United States

Thursday, March 24 10:15-10:45 AM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Kelly Paynter, Jacksonville State University, United States

Teacher educators have employed the TPACK framework to guide their efforts in preparing pre-service teachers to integrate technology and measuring their knowledge on various TPACK constructs. The Theory of Planned Behavior has been used in teacher education to assess pre-service teachers’ intention to integrate technology. This study was conducted to examine a technology infusion intervention that took place within a large teachers college that infused technology instruction into methods coursework. The specific intervention provided technology devices, educational apps, and professional development to three student teaching cohorts, their mentor teachers, and the faculty members who supervised them. TPACK and TPB surveys were used to measure technology integration development and intention to integrate technology in student teachers’ future classrooms.

ID
48464
Type
Full Paper
Topic
Technological, Pedagogical Content Knowledge (TPACK)
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