Preservice Teachers’ Experiences With Technology Integration in Professional Development Schools

• In Event: Poster Session 10
  In Poster Session: Innovations in Field Experiences

Abstract

Transcripts for the study were collected from a yearlong qualitative study involving a teaching college located in the northeastern USA and four urban-based professional development schools (PDS). The participants were twenty four school-based educators (SBEs), drawn from four elementary schools and sixty six preservice teachers. Grounded in the ecological systems theory, major data sources included surveys, interviews and reflective papers. Data were analyzed using systematic interpretive procedure. Findings indicate that the preservice teachers’ technology experiences at the PDS were, 1) impacted by the quality of the PDS partnership, 2) personal dispositions and, 3) the complexities of technology integration. Colleges involved in PDS must ensure that candidates are mentored by model teachers who also utilize technology for their teaching.

Authors

• Chinwe H. Ikpeze, Saint John Fisher College

• Kathleen Ann Broikou, Saint John Fisher College

• Sharon Christman, Saint John Fisher College