Enthusiasm, Ambiguity, and Reflexivity in Learning to Teach With Devices

• In Event: Antecedents and Outcomes of Teacher Development and Engagement

Abstract

The contextual factors during student-teaching semester and teacher candidates’ dispositions
towards technology presumably function as deciding factors to shape their teaching practices
with the devices (Ertmer et al., 2012; Teo et al., 2008). This study explores such shaping of
pedagogical practice with devices when teacher candidates’ dispositions interact with the
structural factors in the diverse classroom placements. This paper presents an analysis of data
from two surveys that aimed to capture the progression in the dispositions towards technology
use for learning. Findings from this study inform that these dispositions are composite and
teacher education programs can support teacher candidates by creating reflective communities of
learning and practice (Lave & Wenger, 1991).

Author

• Pallavi Chhabra, University of Wisconsin-Madison