scholarly journals Preservice teachers’ beliefs about young children’s technology use at home

2021 ◽  
Author(s):  
Chuanmei Dong ◽  
Pekka Mertala
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Use ◽  
Parenting Practices ◽  
Early Childhood Teachers ◽  
Technology Competence ◽  
Teachers Beliefs ◽  
Children's Home ◽  
Home Technology ◽  
At Home

Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to contents for prolonged periods. Teachers' role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.

Using Culturally and Linguistically Diverse Electronic Storybooks in ESL Teacher Education

2015 ◽  
pp. 209-237
Author(s):  
Ho-Ryong Park ◽  
Deoksoon Kim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Use ◽  
Lesson Plan ◽  
Linguistically Diverse ◽  
Online Discussions ◽  
Electronic Storybooks ◽  
Speakers Of Other Languages ◽  
Based Instruction ◽  
Task Based Instruction

In this chapter, a qualitative approach used to investigate the experiences and learning of 110 preservice teachers in English for speakers of other languages (ESOL) courses when they read electronic storybooks for their school projects. During their online class, participants were asked to read one culturally and linguistically familiar electronic storybook (e-storybook), develop a reading lesson plan, and participate in two online discussions after reading four culturally and linguistically familiar or unfamiliar e-storybooks. After these discussions, the participants revised their lesson plans. The findings provide insight into what ESOL preservice teachers learn and the strategies they use in reading e-storybooks. The participants revised the original lesson plan based on these reading experiences and learned about their future students who will study English as a second language. The article concludes by discussing the influence of this online task-based instruction on ESOL preservice teachers' learning and technology use in teacher education courses.

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education

2005 ◽  
Vol 34 (1) ◽  
pp. 83-110 ◽  
Author(s):  
Seungyoun Lee ◽  
Jack V. Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Preservice Teacher ◽  
Field Experience ◽  
Preservice Teacher Education ◽  
Early Childhood Teachers ◽  
Chi Square ◽  
Significant Difference ◽  
Computerized Simulation

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2012 ◽  
pp. 183-194
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

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