An, H., & Shin, S. (2010). The impact of urban district field experiences on four elementary preservice teachers’ learning regarding technology integration. Journal of Technology Integration in the Classroom, 2(3), 101-107.

Abstract:

This article reports on case study findings in relation to four preservice teachers’ field experiences at urban districts where there was limited technology access. Findings indicate that these experience allowed the teachers to a) become change agents while negotiating with their own understanding and expectations toward technology integration; b) collaborate with their cooperative teachers regarding new technologies; c) recognize contextual factors such as limited technology access; and d) construct new understandings about Technological Pedagogical Content Knowledge (TPACK).