A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into Their Instruction with Children

Autor/inn/en	Brown, Christopher P.; Englehardt, Joanna
Titel	A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into Their Instruction with Children
Quelle	In: Journal of Early Childhood Teacher Education, 38 (2017) 1, S.19-38 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2016.1274695
Schlagwörter	Case Studies; Preservice Teachers; Handheld Devices; Early Childhood Education; Technology Uses in Education; Technology Integration; Technological Literacy; Knowledge Base for Teaching; Teaching Skills; Qualitative Research; Learning Experience; Student Teacher Attitudes; Student Teaching; Semi Structured Interviews; Transcripts (Written Records) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Qualitative Forschung; Lernerfahrung; Teaching practice; Unterrichtspraxis
Abstract	The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01