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THREE COMPUTERS IN THE BACK OF THE CLASSROOM: PRESERVICE TEACHERS’ CONCEPTIONS OF TECHNOLOGY INTEGRATION PROCEEDINGS

, , Boston College, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Faced with a new generation of pre-service teachers, teacher educators may easily assume that these young men and women are technology savvy and have mastered the skills required to word process, create presentations, surf the web, email professors and friends, and conduct their research online. Nevertheless, these same pre-service teachers may express anxiety and doubt about their ability to incorporate technology into their future classrooms. Our study, based on interviews with pre-service teachers, looks at this disconnect between using technology with confidence for personal use and using technology as an educator. We consider possible sources for this disconnect, and offer an alternative conception of technology in education we call “technological pedagogical content knowledge” (TPCK) which extends beyond computer proficiency to understanding the effect technology may have on student's conceptions of subject matter, the inevitable challenges that accompany technology, and the judicious use of technology when new forms of representation are most appropriate.

Citation

Keating, T. & Evans, E. (2001). THREE COMPUTERS IN THE BACK OF THE CLASSROOM: PRESERVICE TEACHERS’ CONCEPTIONS OF TECHNOLOGY INTEGRATION. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1671-1676). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2017 from .

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