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Preservice Teacher Inquiry Cycles in a Technology in Education Course: Emerging Maker Dispositions Toward an Inquiry Stance for Education
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, , , University of Louisiana at Lafayette, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Highly effective teachers are problem solvers who dig deeply into issues of practice. This project infused the inquiry process into a Technology in Education methods course for preservice teachers. Facilitators used designed-based educational technology to nurture a maker mindset in preservice teachers. Preservice teachers worked through the inquiry process to create potential solutions for interest-based educational issues. Through a pre/post survey and the collection of field notes, researchers discovered increased preservice teacher ability to dig deeply into issues surrounding education. They also showed growth in their perceived ability to solve problems as they arise in their future classrooms. Finally, researchers found a common theme of empowerment mentioned in open responses about the inquiry experience. This work seeks to add to an existing research-base of teacher education pedagogy to nurture innovation and empowerment in preservice teachers.

Citation

Barber, A., Williams, D. & Dolenc, N. (2017). Preservice Teacher Inquiry Cycles in a Technology in Education Course: Emerging Maker Dispositions Toward an Inquiry Stance for Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1339-1344). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from .

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