Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidate...

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Bibliographic Details
Published in:Journal of digital learning in teacher education 2014-07, Vol.30 (3), p.89-103
Main Authors: Wetzel, Keith, Buss, Ray, Foulger, Teresa S., Lindsey, LeeAnn
Format: Article
Language:English
Subjects:
Action Research
Barriers
Educational Technology
Focus Groups
Methods Courses
Pedagogical Content Knowledge
Preservice Teacher Education
Program Descriptions
Research Skills
Self Efficacy
Student Teacher Evaluation
Success
Teaching Methods
Technological Literacy
Technology Integration
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Summary:In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006 ), but were less confident of their ability to develop and implement content-based lessons in which P-12 students employed technology to meet content and technology standards. Recommendations include continuing to fine-tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands-on learning with a focus on content and pedagogical uses of technology.
ISSN:2153-2974
2332-7383
DOI:10.1080/21532974.2014.891877