Suters, L. (2020). Lessons learned from the transition to a virtual instructional technology course for elementary preservice teachers. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 417–423). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/216903/

Abstract:

“This chapter describes modifications to an instructional technology (IT) course for elementary preservice teachers (PSTs) when the course transitioned online Spring 2020. Recommended changes include synchronous online meetings, device-specific training sessions (Apple, PC, or chromebook), and the use of student choice and project-based learning. Descriptions of assignments modified for this online format and instruction during the pandemic including a technology tools spreadsheet, instructional movie, writing a children’s text, a social studies menu, reflective discussions, and completing a project-based inquiry are included. Results of the TPACK survey yielded statistically significant increases for PSTs. Virtual office hours for one-onone assistance were helpful; however, students gradually transitioned to googling how to find their own answers in the online format which is not often observed in the traditional course. PSTs integrated and applied knowledge of the TPACK framework and SAMR model into the rationale for their culminating lesson plans for the course.”