Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching
Pi-Sui Hsu, Northern Illinois University, United States
Journal of Technology and Teacher Education Volume 21, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this qualitative case study was to examine changes in preservice teachers’ beliefs about technology integration during the student teaching semester in USA. This study used in-depth interviews, review of documents, and observations. The findings indicated the preservice teachers’ beliefs about technology integration changed in two directions. Although changes may be attributed to cooperating teachers’ practices about technology integration, this study suggested that cooperating teachers’ modeling does not necessarily lead preservice teachers to change their beliefs about technology integration in a positive way. Thus, this study suggested a need to build reflective activities for preservice teachers to gain access to the cooperating teachers’ thinking process in the modeling process.
Hsu, P.S. (2013). Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching. Journal of Technology and Teacher Education, 21(1), 27-48. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2013 Society for Information Technology & Teacher Education
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Sheila F Baker, Michelle Giles & Jana Willis, University of Houston-Clear Lake, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1372–1378
Current Tensions: A Review of Technology Integration Models Utilized by Pre-Service Teacher Educator Programs
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