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The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers
ARTICLE

, , Montana State University, United States

Journal of Technology and Teacher Education Volume 23, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Despite a comprehensive body of research on field experiences in teacher education, technology-rich early field experiences in early childhood environments is one particular area of inquiry lacking substantive current research. Therefore, this study was conducted to better understand how preservice teachers’ perceptions of global concepts related to teaching, learning, and technology, were influenced by participation in a technology-focused early field experience within the authentic context of an early childhood laboratory preschool. In response to this inquiry, we examined qualitative data collected from preservice teachers who were enrolled in an educational technology course while simultaneously participating in a technology-rich early childhood-focused early field experience. Findings indicated that preservice teachers’ perceptions of pedagogy and technology are influenced by the early childhood-focused early field experience. Positive impacts included confirming existing beliefs about teaching and learning, introducing new ideas about classroom practices, and inspiring valuable awareness into innovative uses of technology in early childhood education settings.

Citation

Lux, N. & Lux, C. (2015). The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers. Journal of Technology and Teacher Education, 23(2), 213-240. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 26, 2019 from .

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