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Exploring Freshmen Preservice Teachers’ Situated Knowledge in Reflective Report during Case-based Activity
PROCEEDINGS

, Korea National University of Education, Korea (South)

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to explore 61 freshmen preservice teachers’ situated knowledge in their reflection reports during the case-based activity teacher education. Preservice teachers often lack the situated knowledge, rooted in everyday classroom experience, needed to recognize and evaluate technology’s potential to support teaching and learning. Case-based activities helped majority of preservice teachers to both understand and develop situated knowledge of teaching with technology. Changes in preservice teachers’ perceptions and understanding of educational roles of computers and critical concepts in situations were documented over the course of a semester.

Citation

Kim, H. (2009). Exploring Freshmen Preservice Teachers’ Situated Knowledge in Reflective Report during Case-based Activity. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4212-4217). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from .

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