Learning to Teach in Technology-Rich Environment: Teacher Preparation for Equity in Access, Use, and Outcomes

• In Event: Designing for Equity With Technology and for Technology-Rich Environments

Abstract

The purpose of this qualitative case study was to examine the factors shaping the equitable practices of an exemplar teacher candidate in her technology-rich and diverse classroom placement. This paper presents an analysis of the integration of one-to-one devices for student learning in her fifth grade classroom placement, through the theoretical lens of Bourdieu’s concept of habitus, in the form of her pre-dispositions. Findings from this study inform how the alignment and intersection of different forms of pre-dispositions, such as, pedagogical, technological, and institutional shape student teacher’s practice. This research paper brings attention to the relationship between the use of technology and equitable pedagogical practices of the teacher candidates, and challenges associated with teacher preparation for such technology-rich learning environments.

Author

• Pallavi Chhabra, University of Wisconsin-Madison