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

ID: 50944 Type: Full Paper
  1. Mamta Shah and Sarah Ulrich, Drexel University, United States

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

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.


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