Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge

  1. Mamta Shah, Drexel University, United States
  2. Sarah Ulrich, Drexel University, United States

Wednesday, March 8 10:45 AM-11:15 AM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Henry Gillow-Wiles, Southern Oregon University, United States

This paper reports preliminary findings from an exploratory study that obtained a self-reported assessment of 37 pre-service teachers across the program to investigate the extent to which they (a) identified themselves in the role of a future teacher who incorporates technology in his/her practice; (b) experienced the necessary support and training in order to integrate technology into future classroom activities; and, (c) developed the knowledge essential for teaching with technology. The Dynamic Systems Model of Role Identity (DSMRI) (Kaplan & Garner, 2016), the Synthesis of Qualitative Evidence (SQD) model (Tonduer et al., 2016), and the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, In Press) provided the theoretical framework for pre-service teachers to explore their professional identity, experiences, and knowledge that would prepare them and motivate their actions as teachers who incorporate technology in their practice.

ID
50944
Type
Full Paper
Topics
Graduate Education & Faculty Development Technological, Pedagogical Content Knowledge (TPACK)
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