Thursday, March 8
1:30 PM-2:00 PM
CST
Creekside II

An Emic and Etic Grounded Theory Analysis: Preservice Teacher’s Affect and Disposition on the Use of Technology as a Teaching Tool

Full Paper ID: 35091
  1. Denise Winsor
    University of Memphis
  2. aaa
    Alex Spatariu
    Georgetown College
  3. Laura Lee
    University of Memphis
  4. Stephanie Hale
    University of Memphis

Abstract: Technology for instructional use in the classroom continues to be limited in the 21st century despite how much technology dominates our society and our lives. This research explores the link between emotion and cognition and how it may contribute some amount of disconnect between the classroom and technology. This is a qualitative grounded theory approach using discourse analysis to investigate preservice teacher’s views about using technology as an instructional tool in the classroom. The results indicate several levels of fear and in large an ingrained hierarchical position of perspective-taking from worldview, epistemology, and their relationship to their role as a teacher. These findings have strong implications for teaching and learning, teacher training programs, professional development, and future research about affect and emotion in decision-making about technology as an instructional tool.

Presider: Hilary Wilder, William Paterson University

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