Access is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators' iPad Integration in Elementary Education Methods Courses

Autor/inn/en	Vasinda, Sheri; Ryter, Di Ann; Hathcock, Stephanie; Wang, Qiuying
Titel	Access is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators' iPad Integration in Elementary Education Methods Courses
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 17 (2017) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Handheld Devices; Telecommunications; Technology Uses in Education; Educational Technology; Elementary Education; Methods Courses; Preservice Teacher Education; Teacher Educators; Technology Integration; Teaching Methods; Access to Computers; Technological Literacy; Faculty Development; Pedagogical Content Knowledge; Autobiographies; Ethnography; Teacher Attitudes; Qualitative Research; Oklahoma + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Elementarunterricht; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Autobiography; Autobiografie; Autobiographie; Ethnografie; Lehrerverhalten; Qualitative Forschung
Abstract	Research indicates that preservice teachers' understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This study focused on teacher educators' integration of technology using iPads to enhance teaching and learning in an elementary education teacher preparation program. Four faculty members documented their own technology integration journey through collaborative autoethnography identifying the affordances and challenges of 1:1 iPad integration into their science, social studies and literacy methods courses. The researchers discovered that access to technology alone is not sufficient for faculty members to integrate iPad use in their courses. High quality use of iPads and their applications require time for exploration, experimentation, and practice, as well as professional support and development adding another dimension to the work of teacher educators. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01