Preservice Teachers Reconfiguring Teaching Young Children in a High-Stakes Early Education Context through the Use of iPads: A Case Study

Autor/inn/en	Brown, Christopher P.; Englehardt, Joanna
Titel	Preservice Teachers Reconfiguring Teaching Young Children in a High-Stakes Early Education Context through the Use of iPads: A Case Study
Quelle	In: Early Education and Development, 28 (2017) 8, S.976-995 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1336403
Schlagwörter	Preservice Teachers; Teacher Educators; Educational Policy; Politics of Education; Handheld Devices; Student Teaching; Technological Literacy; Computer Software; High Stakes Tests; Teaching Methods; Student Evaluation; Preschool Teachers; Teacher Education Programs; Case Studies; Student Attitudes; Public Schools; Technology Integration; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Educational policy; Teaching practice; Unterrichtspraxis; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Schülerverhalten; Public school; Öffentliche Schule; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	Research Findings: Having practicing or preservice early educators employing iPads and their apps as part of their practices with young children in high-stakes teaching contexts is a challenging process. The case study examined in this article further unpacks this complexity by investigating how incorporating iPads into their high-stakes field placements might have affected a sample of preservice teachers' figuring of how to instruct and document the learning of young children. Although these preservice teachers seemed to struggle with using iPads to instruct children in their field placements, these teachers did appear to generate improvised responses to documenting student learning. Practice or Policy: Such findings offer teacher educators the chance to consider how to assist teachers in moving beyond the dominant practices found in high-stakes teaching contexts. They also offer teacher educators the chance to aid their teachers in reconfiguring the politics and policy of high-stakes early education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01