Infusing Educational Technology in Teaching Methods Courses

Successes and Dilemmas

Keith Wetzel, Ray Buss, Teresa Foulger, Lee Ann Lindsey

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

Original languageEnglish (US)
Pages (from-to)89-103
Number of pages15
JournalJournal of Digital Learning in Teacher Education
Volume30
Issue number3
DOIs
StatePublished - Jul 3 2014

Fingerprint

Educational technology
educational technology
teaching method
Teaching
candidacy
teacher
action research
instructor
Students
ability
resources
learning
Group
student

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Infusing Educational Technology in Teaching Methods Courses : Successes and Dilemmas. / Wetzel, Keith; Buss, Ray; Foulger, Teresa; Lindsey, Lee Ann.

In: Journal of Digital Learning in Teacher Education, Vol. 30, No. 3, 03.07.2014, p. 89-103.

Research output: Contribution to journalArticle

@article{b4f73737d8cf498cb3388aa145cd3cab,
title = "Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas",
abstract = "In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.",
author = "Keith Wetzel and Ray Buss and Teresa Foulger and Lindsey, {Lee Ann}",
year = "2014",
month = "7",
day = "3",
doi = "10.1080/21532974.2014.891877",
language = "English (US)",
volume = "30",
pages = "89--103",
journal = "Journal of Digital Learning in Teacher Education",
issn = "2153-2974",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - Infusing Educational Technology in Teaching Methods Courses

T2 - Successes and Dilemmas

AU - Wetzel, Keith

AU - Buss, Ray

AU - Foulger, Teresa

AU - Lindsey, Lee Ann

PY - 2014/7/3

Y1 - 2014/7/3

N2 - In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

AB - In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

UR - http://www.scopus.com/inward/record.url?scp=84921656577&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84921656577&partnerID=8YFLogxK

U2 - 10.1080/21532974.2014.891877

DO - 10.1080/21532974.2014.891877

M3 - Article

VL - 30

SP - 89

EP - 103

JO - Journal of Digital Learning in Teacher Education

JF - Journal of Digital Learning in Teacher Education

SN - 2153-2974

IS - 3

ER -