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Moving From Theory to Practice: An Examination of the Factors That Preservice Teachers Encounter as the Attempt to Gain Experience Teaching with Technology During Field Placement Experiences
Article

, Portland State University, United States

Journal of Technology and Teacher Education Volume 12, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This case study describes the experiences of two preservice teachers as they attempt to integrate the use of technology into instruction during their field placement experiences. What factors influence the decisions they made about how and when to teach with technology? How do these factors enable or disable their abilities to gain experience teaching with technology during their field placement experiences? This case is part of a larger study of six preservice teachers, engaged in a program designed to prepare new teachers to teach with technology. This program received $1,3000,000 from the U.S. Department of Education, which was 50% of the total cost. The remaining funding came from a university, school, and business match. Data collected from surveys, interviews, and written reflections was examined to help identify enabling and disabling factors, and gain an understanding of how those factors influence practice.

Citation

Bullock, D. (2004). Moving From Theory to Practice: An Examination of the Factors That Preservice Teachers Encounter as the Attempt to Gain Experience Teaching with Technology During Field Placement Experiences. Journal of Technology and Teacher Education, 12(2), 211-237. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved May 17, 2022 from .

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