How Incorporating Market-Based Technological Devices in a Teacher Education Program Impacts Preservice Teachers' Figured Conceptions

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-5 - Broadening Perspectives and Fostering Responsive Approaches to Early Childhood Teacher Education and Professional Learning

Abstract

Alongside the current push towards neoliberal early education systems across the globe has been a growing call by education stakeholders for technology to be an integral component in children’s learning at school. Such experiences are to prepare children for future academic and economic success. However, it is unclear as to how this push for educators to engage in individualized instruction through market-based technological devices and applications impacts their professional and practical conceptions of themselves of early educators. The case study examined in this paper addressed this issue by examining how the use of iPads in a large urban teacher education program affected the figured conceptions of a sample of preservice teachers’ professional and practical conceptions of themselves of early educators.

Authors

• Christopher P. Brown, The University of Texas - Austin

• Joanna Englehardt, The University of Texas - Austin