Reflecting on the Challenges of Informal Contexts: Early Field Experiences with Technology in Teacher Education

Autor/inn/en	Lux, Nick; Obery, Amanda; Cornish, Jamie; Grimberg, Bruna Irene; Hartshorn, Anthony
Titel	Reflecting on the Challenges of Informal Contexts: Early Field Experiences with Technology in Teacher Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 17 (2017) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Teacher Education Programs; Field Experience Programs; Decision Making; Teaching Methods; Informal Education; Preservice Teachers; Information Technology; Technology Integration; Science Education; Mixed Methods Research; Formative Evaluation; Pedagogical Content Knowledge; Classroom Techniques; Educational Planning; Attendance; Undergraduate Students; After School Programs; College School Cooperation; Student Participation; STEM Education; Educational Technology; Student Surveys; Focus Groups; Interviews; Student Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Informationstechnologie; Naturwissenschaftliche Bildung; Pädagogische Kompetenz; Klassenführung; Bildungsplanung; Anwesenheit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; STEM; Unterrichtsmedien; Schülerbefragung; Interviewing; Interviewtechnik; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Early field experiences, or those that come early in a teacher's preparation before more formalized opportunities like practicum and student teaching, can provide a venue for pre service teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice teachers' use of digital learning tools. To address this gap, an inquiry was conducted to better understand teachers' early field work experiences in informal science contexts and the use of formative assessment technologies. Researchers used a mixed methods design to examine how early field experiences might support authentic and robust opportunities for teachers in training. Results suggested that technology-focused early field experiences can serve as confirmatory events for preservice teachers, afford them opportunities to apply theory and content knowledge to practice, and contend with issues related to technology integration, instructional planning, classroom management, and even attendance within an informal context. Findings could be used to improve the design of early field experiences for preservice teachers, and facilitate the scaffolding of the opportunities to help them better integrate technologies into those experiences. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01