This study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers’ technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices.
This article describes the results of a retrospective study of preservice teachers’ ability to plan learning experiences that integrated an immersive virtual reality (VR) technology. The study was conducted over multiple academic terms as VR technology featuring a head-mounted display (VR HMD) was evolving from a prototype to a commercially available technology system. Within the context of a one-semester (3 credit hour) course focusing on technology integration in K-12 education, undergraduate students were introduced to the different models of VR HMDs, for which they would then created learning activities that would integrate this technology. This analysis compared the lesson planning artifacts of preservice teachers using the Technology Integration Matrix measurement rubric. The data analysis revealed differences in some dimensions, as when preservice teachers used different versions of VR HMD technology. Additionally, ratings of learning activities using VR HMDs were compared according to student academic experience and revealed that a majority of ratings were at entry and adoption levels of technology integration. The implications of the findings for course improvement and future research are discussed.
This mixed-methods study investigated support for Grades K-5 teachers’ learning with Twitter. As more teachers turn to the Twitter microblogging service as an online space for professional development (PD), it is important to understand how and if teachers believe school administrators’ support their use of Twitter for teacher PD. Key findings from this study revealed that two thirds of participants considered their administrators to be supportive of Twitter for their PD. Support was perceived when administrators, including superintendents and principals, were (a) active Twitter users and (b) encouraged teachers to share what they had learned on Twitter. However, some participants expressed feeling discouraged by administrators who seemed mostly interested in maintaining the status quo in their schools. Support from administrators may help teachers critically evaluate information they learn from Twitter and ensure its alignment with evidence-based teaching practices, skills that are necessary in an era with an abundance of easily accessed information. In consideration of the COVID-19 pandemic, school leaders and policymakers may want to consider their support for teachers’ use of Twitter as a legitimate resource for professional learning, especially for ideas related to remote teaching and online learning.
This qualitative research study examined how teacher candidates’ (TCs) participation in reflection cycles involving recording and viewing video of their teaching practice served to support their development as reflective practitioners. The reflection cycle included viewing and annotating one’s own teaching, receiving peer and instructor dialogic feedback, and synthesizing the feedback to identify strengths, evidence of student (dis)engagement and learning as well as areas for continued professional growth. Analysis of the TCs’ written reflections at the end of each reflection cycle underscored Larrivee’s (2008) assertion that reflection is a complex and interweaving developmental process that is not necessarily linear. The findings highlight the role of teacher educators in supporting TCs to become more critically reflective.