How Preservice Elementary Teachers Envision the Role of Technology and Science in their Future Classrooms
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Cullen, T. & Brush, T. (2007). How Preservice Elementary Teachers Envision the Role of Technology and Science in their Future Classrooms. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 3399-3402). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25138.
Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The purpose of the study was to determine beliefs held by beginning preservice teachers about the role of technology and science in their future classrooms. Drawings of future classrooms, descriptive essays, survey data, and class discussions were used to document and better understand preservice teachers' beliefs. Content analysis strategies, constant comparative methods, and descriptive statistics were used to analyze results. Technology was often separated from main learning areas. Only about one third of students planned for science teaching in their classrooms, and only 1 student planned to use technology for science. Participants relied heavily on their K-12 experiences to determine technology's role in a classroom. Implications include the need for promoting reflection and examination of beliefs.
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