Collaborative Autoethnographic Study of Faculty iPad Integration in Elementary Teacher Preparation Courses

• In Event: Roundtable Session 4
  In Roundtable Session: Teacher Education in Cyberspace: Tech-Based Platforms and Practices

Abstract

Research indicates that preservice teachers understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. This study focused on faculty’s learning trajectory in using iPads to enhance teaching and learning in an elementary education teacher preparation program in science, social studies and clinic-based literacy methods courses. Four faculty members document their own technology integration journey through collaborative autoethnography identifying the affordances and challenges of technology integration into their methods courses. The findings indicate that access to technology is not sufficient for faculty to integrate iPad use in their courses. Time for exploration and practice as well as professional support is also needed.

Authors

• Sheri Vasinda, Oklahoma State University - Stillwater

• Di Ryter, Fort Lewis College

• Qiuying Wang, Oklahoma State University

• Stephanie J. Hathcock, Oklahoma State University