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The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making
PROCEEDINGS

, University of Illinois at Springfield, United States ; , University of Virginia, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative study will examine the influence of technology-based internships on teachers’ instructional decision-making during their first year in the classroom. Teacher education programs offer preservice teachers several opportunities to observe and practice teaching through their field experiences, yet these authentic teaching opportunities rarely feature technology. Using a case study design, this study will explore the influence of a technology-based field experience, which satisfies many of the criteria established in innovation-adoption and professional development models, on teaching practice during the first year. Anticipated benefits of this study include gaining clarity about which elements of educational technology coursework teachers employ in their practice, observing which educational technologies teachers are using, and contributing to the body of research on best practices in technology and teacher education.

Citation

Alexander, C. & Kjellstrom, W. (2010). The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2132-2137). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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Cited By

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  • Technology and Early Childhood Field Experiences

    Dina Rosen, Kean University, United States; Curby Alexander, University of Virgina, United States; Jacqueline Blackwell, Indiana University-Purdue University Indianapolis, United States; Arlene Bloom, New Jersey City University, United States; Lee Woodham Digiovanni, Georgia College & State University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4476–4481

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