“Because I Know How to Use It”: Preservice English Teacher Technology Use in Reflective Practice
Melanie Shoffner, Purdue University, United States
CITE Journal Volume 9, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article examines the role of technology in preservice teacher reflection. Situated in informal reflection (Shoffner, 2008), preservice English teachers’ choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium’s influence on their reflection. The implications of the preservice English teachers’ views on technology use for reflection are then explored, with attention to the choice of “easy” forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.
Shoffner, M. (2009). “Because I Know How to Use It”: Preservice English Teacher Technology Use in Reflective Practice. Contemporary Issues in Technology and Teacher Education, 9(4), 371-391. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Sara Kajder & Kelly Parkes, Virginia Tech, United States
Journal of Technology and Teacher Education Vol. 20, No. 3 (July 2012) pp. 229–249
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