Fostering Purpose-Driven Technology Use Among Teacher Candidates

• In Event: Poster Session 3
  In Poster Session: Exploring Content and Contexts in Preservice Coursework

Abstract

Current research on teacher education and technology indicates a need for detailed data regarding how to prepare teacher candidates (TCs) to effectively use technology to support student learning. This paper reports on a case study of a semester-long preservice teacher technology course in a large public university, in which the instructor’s goal was to foster purpose-driven, rather than tool-driven, technology use among teacher candidates. Findings suggest that project-based learning opportunities provided TCs with pedagogical and practical tool knowledge, while the instructor’s explicit framing of classroom technology implementation also supported his pedagogical goals. This study provides a rich and contextualized description of the development and delivery of instruction from three viewpoints: the course instructor, the TCs and the researchers themselves.

Authors

• Jennifer Higgs, University of California - Berkeley

• Catherine Anne Miller, University of California - Berkeley

• Kiera NP Chase, University of California - Berkeley