Connected Learning in Pre-Service Technology Education Courses
Abstract: Preparing future teachers to integrate technology into their teaching in ways that support successful student learning is a priority for many schools of education in the United States. However, our current system of technology instruction tends to focus on functional technology skills, an approach that has been criticized for leading to ineffective technology integration once in the classroom (Harris et al., 2009; Polly et al., 2010). This brief paper presents emerging findings from a study that examined the possibilities for connected learning (Ito et al., 2013) as a model for the design of rich, technology supported learning in pre-service technology education courses. Early results suggest a pedagogical and philosophical alignment between the connected learning framework, and the instructional approaches of the instructors in this study. Implications for the design of connected learning experiences for pre-service teachers, and avenues for future research, will be addressed.
Presider: Larysa Nadolny, Iowa State University