Examining the Significance of Preservice Teachers' Digital Learning Practices in Their Educational Histories

• In Event: Marriott Roundtable Session 71
  In Roundtable Session: Teacher Education and Arts-Based Educational Research

Abstract

Growing up in a world with digital technologies mediating much of preservice teachers’ lives, the field of teacher education needs to address how these experiences impact preservice teachers’ educational histories and resulting concepts for teaching with technology. This study compares two secondary preservice teachers’ educational histories using a visual methodology and artifact-elicited interviews. The findings show that the preservice teachers with vastly different digital practices present educational histories comprised of divergent accounts of learning with technology. Although not surprising, this difference suggests that teacher educators can design learning opportunities with technology that meet the needs of their preservice teachers. Lastly, this study serves as an example of engaging preservice teachers in visually-based data collection practices to study their learning lives.

Authors

• Jenny Heather Gawronski, University of Washington - Seattle

• Adam Bell, University of Washington - Seattle