Thursday, March 24
11:30 AM-12:30 PM
Regency D

Effective approaches to prepare future teachers for educational technology use

Symposium ID: 49187
  1. aaa
    Jo Tondeur
    Ghent University
  2. Natalie Pareja Roblin
    Ghent University
  3. Johan van Braak
    Ghent University
  4. Joke Voogt
    Ghent University
  5. aaa
    Sarah Prestridge
    Griffith University
  6. Alona Forkosh-Baruch
    Tel-Aviv University
  7. aaa
    Miri Shonfeld
    Tel-Aviv University
  8. Merav Asaf
    Tel-Aviv University
  9. aaa
    Maaike Heitink
    Twente University
  10. Liebet Verplanken
    Ghent University
  11. Peter Albion
    University of Southern Queensland

Abstract: Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a discrepancy between what preservice teachers are taught and how teachers use technology in a classroom (Ottenbreit-Leftwich et al., 2010). Therefore, Koehler and Mishra (2009) argued that TTIs should not only focus on how to use technology but also how technology intersects with PCK. Further research reveals that technology should be infused into the entire curriculum (Tondeur et al., 2012). However, the adoption of integrated approaches is a complex process that requires various strategies. Given this challenge, an important research question concerns the identification of effective strategies to prepare teachers for technology use. This symposium includes four studies that explore this research question from different perspectives.

Presider: Catherine Gatewood-Keim, Austin Peay State University


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