Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Virtual Paper ID: 55839
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    Malia Hoffmann
    California State University, Fullerton

Abstract: This study examines teacher candidates' (TCs) ability to identify and articulate effective technology integration, as connected to technology use through their photos and reflections on the process. Two rounds of data were collected. The first round of data collection revealed that the TCs noted basic uses of technology (e.g., teachers were using technology to substitute analog instructional activities or slightly augmenting instruction with technology). Prior to the second round of data collection, TCs were provided with an education intervention on the Substitution, Augmentation, Modification, and Redefinition (SAMR) scale as a framework to think about and frame their subsequent observations. The results showed that after the intervention, TCs were able to better identify and make sense of ‘effective’ technology implementation and integration; they identified when teachers were modifying and redefining instruction with technology. Based on the results of this study, assuring TCs receive a sound foundation in SAMR and Technological, Pedagogical, and Content Knowledge (TPACK) frameworks has the potential to increase TCs’ capacity for identifying and applying effective technology use in the classroom, and particularly the type of technology integration that exemplifies modification or redefinition of instructional tasks.

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