ERIC Number: EJ1245795
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-1602
EISSN: N/A
"Am I Doing What I Think I'm Doing?": The Importance of a Theoretical Frame When Integrating Tablets in Teacher Education
Miller, Libbi; Nelson, Frederick Peinado; Yun, Cathy; Bennett, Lisa; Phillips, Emy Lopez
Educational Renaissance, v8 p20-29 2019
In the following self-study, we share our investigation of the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted this inquiry into our practice, using Technological Pedagogical Content Knowledge (TPCK) and the Substitution-Augmentation-Modification-Redefinition (SAMR) model as frameworks to examine data from interviews and reflective writing. We conclude the need for the explicit connection of technology professional development, specifically tablet technology, with a meaningful theoretical framework, in order for faculty to engage in effective integration. We also share our model for examining the development of instructor?s thinking about integrating technology, including influences on thinking and classification of instructional decisions into the SAMR taxonomy.
Descriptors: Teacher Education Programs, Technological Literacy, Pedagogical Content Knowledge, Teacher Attitudes, College Faculty, Handheld Devices, Telecommunications, Technology Uses in Education, Faculty Development, Technology Integration, Teacher Characteristics
The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Fresno)
Grant or Contract Numbers: N/A