"I'm Not the Expert Anymore": Reconsidering Educator Roles in a Tablet Course for Preservice Teachers

• In Event: Roundtable Session 53
  In Roundtable Session: Using Self-Study to Contemplate Technology in Teacher Education

Abstract

In the following self-study, we will share our research on the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted a self-study of the changes in our reflective practice, using the Technological Pedagogical Content Knowledge and the SAMR model as a framework to examine data from interviews, course documents, and reflective writing. Changes to our perceptions of instructor roles as sources of expertise and authority and an environment that valued co-construction of knowledge with students emerged from the experience.

Authors

• Elizabeth Libbi Miller, California State University - Fresno

• Frederick Nelson, California State University - Fresno

• Cathy Yun, California State University - Fresno

• Lisa H. Bennett, California State University - Fresno