From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning in the Field

• In Event: Teachers Use, Learning, and Identity of Technology

Abstract

The purpose of this qualitative, embedded single case study was to provide a rich description and explore the unique development and evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during their final student teaching experience. The study followed four middle level education majors at a mid-size public teaching university in the southeastern United States in the Spring 2021 semester. The Theory of Planned Behavior guided the inquiry. Interviews, observations, and analysis of teaching artifacts (i.e., lesson plans, lesson reflections, and TEL artifacts) were conducted in order to triangulate the data. In addition to applying a priori codes to the data, open coding was conducted to identify emerging themes across the body of evidence.

Authors

• Jessica Herring Watson, University of Central Arkansas

• Amanda J. Rockinson-Szapkiw, University of Memphis