Elementary Education Teacher Candidates’ Integration of Technology in the Design of Interdisciplinary Units
- 1.9k Downloads
In this paper the authors evaluate 85 elementary education teacher candidates’ integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student teaching internship. An inductive analysis of the units revealed that teachers used a wide variety of technologies with a large dependence on Internet-based technologies, interactive whiteboards, and iPad applications. Further analyses found that most of the technology uses were lower-level and focused on only basic skills. However, chi-squared tests for independence found statistically significant relationships between numerous factors and when technology was used in ways that addressed higher-order thinking skills. These factors included the structure of the lesson plans, the content of the interdisciplinary units, when the technology was integrated into the multi-lesson unit, and when the technology was integrated into specific phases of the lesson. Implications for teacher education programs and research that focuses on teacher candidates’ TPACK are provided.
KeywordsTeacher education Instructional design Technology integration TPACK
- Banister, S. & Ross, C. (2005/2006). From high school to college: How prepared are teacher candidates for technology integration. Journal of Computing in Teacher Education, 22(2), 75–80.Google Scholar
- Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data analysis: Complementary strategies. Thousand Oaks: Sage.Google Scholar
- Merrill, M. D. (2007). The future of instructional design: the proper study of instructional design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (2nd ed., pp. 336–341). Upper Saddle River: Pearson Education Inc.Google Scholar
- Moersch, C. (2010). LoTi turns up the heat. Learning and Leading with Technology, 37(5), 20–23.Google Scholar
- New Media Consoritum (2014). Horizon Report: K-12 Edition. Retrieved from: http://www.nmc.org/publications/horizon-report-2013-k-12-edition.
- Polly, D. (2010). Preparing teachers to integrate technology effectively: The case of higher-order thinking skills (HOTS). Chapter to appear in S. D’Augustono (Ed.), Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends in Education (pp. 395–409). Hershey, PA: IGI Global.Google Scholar
- Polly, D. (2011b). Examining teachers’ enactment of TPACK in their mathematics teaching. International Journal for Technology in Mathematics Education, 18(2), 83–96.Google Scholar
- Polly, D. (2014). Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal of Computers in Mathematics and Science Teaching, 33(2), 233–250.Google Scholar
- Polly, D. (2015). Elementary Education pre-service teachers’ development of mathematics technology integration skills in a technology integration course. Journal of Computers in Mathematics and Science Teaching, 34(4), 431–453.Google Scholar
- Polly, D., & Orrill, C. H. (2016). Designing professional development to support teachers’ TPACK in elementary school mathematics. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge, 2nd edition (pp. 259–268). New York: Routledge.Google Scholar
- Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Retrieved from: https://www.ets.org/Media/Research/pdf/PICTECHNOLOG.pdf.
- Yoon, F. S., Ho, J., & Hedberg, J. G. (2006). Teachers as designers of learning environments. Computers in the Schools, 22(3/4), 145–157.Google Scholar