Role of Teacher Candidate’s Technology Skills towards Developing a Teaching Practice for Equity

Virtual Paper ID: 56199
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    Pallavi Chhabra
    University of Wisconsin, Madison, WI, USA.

Abstract: There exists a national push in the policy reforms and standards to integrate technology into K-12 classrooms through one-on-one digital devices (“National Education Technology Plan,” 2016). While there is potential in using these devices for every student in order to provide transformative learning opportunities, there exists gaps in explaining the ways in which teacher candidates integrate these devices in equitable manner. This paper presents a qualitative case study of a teacher candidate to understand the idiosyncrasies in the process of “becoming” a teacher who uses technology to foster equity and social justice. This case is unique in explaining the ways in which her digital abilities and skills allow as well as hinder her teaching abilities and goals. Findings from this study suggest that contextual factors, such as, the candidate’s past experiences, pedagogical dispositions, and the mentor-teacher in this distinct classroom placement influence the ways in which technology is integrated in this diverse classroom context.

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