Exploring Motivational Factors in Technology Standards Integration with a Preservice Educator: An Action Research Inquiry
American Educational Research Association Annual Meeting,
This study explored a preservice teacher educator's goals with technology in her teaching methods class at Southern Teachers University (Texas) regarding state and national teacher preparation technology mandates and possible motivational factors for including technology in current preservice education courses. Action research was selected as the theoretical base; data collection methods included interviews, participant observation, and document analysis of course portfolios. Findings were analyzed according to the following levels of the States of Concern about the Innovation model: (1) informational, including relevant applications in regard to preservice educators' personal teaching styles and concerns for state and national technology standards; (2) personal, including relating technology standards to preservice educator and K-12 student needs; (3) management, including desire for technology integration with higher order thinking skills and integrated curriculum emphasis/modeling and resource management concerns; (4) consequence, including portfolios, communication needs, depth of planning in addressing multiple intelligences and higher order thinking skills, user-friendly concerns, and learner motivation through learner ownership; (5) collaboration, including cohort collaboration with technology Texas Essential Knowledge and Skills (TEKS) standards and consistent and equal distribution of technology TEKS in methods courses; and (6) refocusing. Motivational factors were categorized according to technology standards integration, preservice educators' needs, and faculty cohort needs. Contains 28 references. (MES)
Salinas, S.E. (2000). Exploring Motivational Factors in Technology Standards Integration with a Preservice Educator: An Action Research Inquiry. Presented at American Educational Research Association Annual Meeting 2000.