Amador, J. M., Kimmons, R., Miller, B. G., Desjardins, C. D., & Hall, C. (2019). Preparing preservice teachers to become self-reflective of their technology integration practices. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 68-95). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch004

Abstract:

“The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers’ conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students’ learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.”