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ERIC Number: EJ833921
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1040-2454
The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms
Dawson, Kara
Journal of Computing in Teacher Education, v24 n1 p5-12 Fall 2007
The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technology-enhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results. (Contains 5 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida