Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

Autor/in	Liu, Ping
Titel	Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 3, Artikel 6 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Technology Integration; Educational Technology; Technology Uses in Education; Elementary Education; Student Teachers; Observation; Teaching Methods; Learner Engagement; Time Management; Student Motivation; Student Needs; Mentors; Technological Literacy; Student Attitudes; Surveys; Case Studies; Qualitative Research; Statistical Analysis; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementarunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Schulische Motivation; Technisches Wissen; Schülerverhalten; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Pädagogische Kompetenz
Abstract	This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students' needs. Variables such as influence of mentor teachers, technology access, skills, pedagogical competence and personal attitudes had an impact on their application. While most of them followed their mentor's practices, some student teachers took initiative and made contributions to their mentors' professional development in technology integration. Implications on teacher preparation programs are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01