Can You Picture This? Preservice Teachers' Drawings and Pedagogical Beliefs about Teaching with Technology

Autor/inn/en	Lindstrom, Denise; Jones, Gwen
Titel	Can You Picture This? Preservice Teachers' Drawings and Pedagogical Beliefs about Teaching with Technology
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Masters Programs; Teacher Education Programs; Preservice Teachers; Freehand Drawing; Student Attitudes; Educational Technology; Technology Uses in Education; Teaching Methods; Beliefs; Handheld Devices; Telecommunications; Student Centered Learning; Access to Computers; Elementary Secondary Education; Technological Literacy; Pedagogical Content Knowledge; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Drawing; Zeichnen; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Telekommunikationstechnik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technisches Wissen; Pädagogische Kompetenz
Abstract	This study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers' technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices. (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	2024/1/01