Student Learning or Instruction? How Preservice Teachers Integrate Technology in the Classroom

• In Event: Roundtable Session 30
  In Roundtable Session: Classrooms of the Future

Abstract

This study investigates how technology is integrated by preservice teachers enrolled in a large Southwestern U.S. university. A mixed methods research design was used to investigate whether preservice teachers used technology for student learning, and if not, what barriers may have inhibited them from doing so. TPACK surveys, classroom observations, focus group interviews, and lesson plan evaluations were used as data sources. It was found that the preservice teachers used technology primarily for information delivery with none reporting use for student learning. Possible barriers were lack of mentor teacher modeling of technology use for student learning, as well as the lack of contextualize technology integration for student learning in both the methods and content university courses.

Authors

• Cynthia Clark, University of Nevada - Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas

• Neal Strudler, University of Nevada - Las Vegas