Preservice Teachers' Scaffolded Use of the Technology Integration Planning Cycle

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-5 - Beyond Technology for Technology's Sake: Enhancing Preservice Teacher Learning

Abstract

Educators should encourage students’ engagement with digital and non-digital texts by integrating technology into their literacy instruction. However, many pre-service teachers do not feel prepared to do so. The purpose of this study was to explore pre-service teachers’ use of the Technology Integration Planning Cycle in a literacy methods course where the teacher educator provided extensive modeling and scaffolded instruction using the cycle. Results of this case study indicated pre-service teachers: thought critically about teaching literacy with digital tools, were conscious of aligning their pedagogy and digital tool, had difficulty using technology to enhance their instruction, reflected on ways to improve, found integrating digital technology to be difficult, and believed that they should learn to integrate technology. Implications are discussed.

Authors

• Kristi Tamte Bergeson, Minnesota State University - Mankato

• Beth Beschorner, Minnesota State University - Mankato