Using Technology to Promote Inquiry in Elementary Science Teacher Education: A Case Study of One Teacher Educator's Initiatives

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Capobianco, B. & Lehman, J. (2004). Using Technology to Promote Inquiry in Elementary Science Teacher Education: A Case Study of One Teacher Educator's Initiatives. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4625-4630). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13152.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Brenda Capobianco, James Lehman, Purdue University, USA

Abstract

Prospective teachers and teacher educators both confront practical and philosophical issues in attempting to integrate technology into their practice. This paper reports on a case study of a first-year science teacher educator, a novice with instructional technology, who integrated technology in an elementary science methods course, with the support of a PT3 implementation project, to further her own knowledge and practice while simultaneously helping her students, pre-service teachers, develop their own practice. Qualitative analysis of classroom observations, field notes, student feedback forms, and other documents revealed themes related to technology's role in inquiry, factors affecting the faculty member's development, and pre-service teachers' development of expertise and willingness to use technology themselves. Pre-service teachers' growth and development related to technology integration parallels that of teacher educators.

Keywords

• Teachers
• Sciences
• Integration

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