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"It was just doing what you know about and move on, you know, just to survive". A beginning elementary teacher’s story of using technology in the classroom during her first two years.
PROCEEDING

, East Carolina University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this case study is to present an in-depth story of a beginning first-grade teacher, Luly, conceptualized technology integration and the degree to which technology was infused in her pedagogy during her first two years of teaching. Using interviews and classroom observations as the primary data sources, this study discovered that Lily’s practices did not change over her first two years of teaching. Lily used iPads and computers for student drill-and-practice tasks during the station time. Both iPads and computers were supplements to her existing reading and math instruction. The results of this study align with what other research has suggested: beginning teachers tend to be management/subject-focused and rarely use technology for student-centered activities. Learning from Lily’s case, this study suggests that teacher education should consider including curriculum that helps preservice teachers learn to design more student-centered and developmentally appropriate learning stations, along with strategies that help preservice teachers learn to effectively manage their classrooms in their first year of teaching.

Citation

Lu, Y.H. (2019). "It was just doing what you know about and move on, you know, just to survive". A beginning elementary teacher’s story of using technology in the classroom during her first two years. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 35-39). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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