Portrait of Cognitive-Emotional Features of Preservice Teachers’ Technology Integration Development

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Engaging the Educator: Technology and Cognition Research Developed for and Led by Teachers (Table 16)

Abstract

This research aims to understand preservice teachers’ technology integration development by identifying their cognitive-emotional features. The cognitive aspect includes preservice teachers’ technological pedagogical content (TPACK) and self-regulated learning (SRL). The emotions relate to their emotional experience while performing technology integration tasks. Through self-reported surveys, descriptive analysis, and visualizations, the study finds that the development of technology integration of preservice teachers is still in progress from novice to expert. Their TPACK, SRL, and emotions play a critical role. Regarding the implication, this study could inform administrators, teacher educators, and experts in relevant fields about promoting PSTs’ technology integration by increasing their TPACK and SRL and reducing negative emotions.

Authors

• Lingyun Huang, The Education University of Hong Kong

• Yongkang Yang, City University of Macau