Preservice teachers’ perspectives on technology integration in kindergarten through eighth grade mathematics

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch046 ◽

2018 ◽

pp. 986-1002

Author(s):

James E. Jang ◽

Jing Lei

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practices ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Domains ◽

Integrate Technology ◽

The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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Transforming Teaching for Virtual Environments

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7222-1.ch026 ◽

2021 ◽

pp. 534-560

Author(s):

Irina Lyublinskaya ◽

Xiaoxue Du

Keyword(s):

Preservice Teachers ◽

Instructional Technology ◽

Teaching Strategies ◽

Online Teaching ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Student Centered ◽

Pedagogical Content ◽

K 12 ◽

Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

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