Exploring the Design of Technology Enabled Learning Experiences in Teacher Education that Translate into Classroom Practice
ICT in education
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AbstractThis design-based research is based on three related problems. One, teacher education programs are not providing every pre-service teacher with relevant opportunities to experience learning in technology-rich collaborative learning environments. Two, teacher education programs are not supporting every pre-service teacher in developing as a designer of technology enabled learning experiences, both on campus and in practicum. Three, faculty in teacher education programs are not all adequately prepared to provide their student teachers with the technology enabled learning experiences needed for today and for the future. The research conducted in this study took place in one Canadian province, however the findings address a large-scale problem and speak more broadly than the provincial level, as they are applicable also to the Canadian teacher education landscape and other provinces in Canada. This study provides a deep and detailed analysis of a provincial context that also contributes to a better understanding of the complexities and challenges in teacher education from a Canadian perspective. Participants included teacher candidates, teacher educators, government education consultants, school administration, an educational technology consultant, a cooperating teacher and class observations in a stand-alone ICT course in a teacher education program. Findings were distilled into seven major themes, which were synthesized from an analysis and comparison of multiple forms of data using triangulation and iterative approaches to first and second cycle coding. The major themes were: (i) Stand-alone ICT course versus the infusion model, (ii) Teacher educators need to be role models in teaching and learning with technology, (iii) Experiences in teacher education programs needed for teacher candidates to build self-efficacy, (iv) Teacher educators: profile and self-efficacy, (v) Attitudes towards the role of technology in education can be influenced in teacher education programs, (vi) Practicum experiences are diverse for teacher candidates, and (vii) Institutional planning and support is needed to provide teacher candidates with the experiences needed to become effective teachers. Overall, teacher education programs are called upon to be responsive to the students in their programs if change in education is going to be effective and calling for systemic change supported by all stakeholders involved in teacher education.
CitationBrown, E. (2017). Exploring the Design of Technology Enabled Learning Experiences in Teacher Education that Translate into Classroom Practice (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26108
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