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ERIC Number: EJ1133231
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1090-1027
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into Their Instruction with Children
Brown, Christopher P.; Englehardt, Joanna
Journal of Early Childhood Teacher Education, v38 n1 p19-38 2017
The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A