Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology
Danah Henriksen, Arizona State University, United States ; Rohit Mehta, California State University, Fresno, United States ; Joshua Rosenberg, University of Tennessee, Knoxville, United States
Journal of Technology and Teacher Education Volume 27, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching—a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master’s degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies.
Henriksen, D., Mehta, R. & Rosenberg, J. (2019). Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology. Journal of Technology and Teacher Education, 27(1), 63-95. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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