Teachers’ Belief Change in a Pedagogical Laboratory PROCEEDINGS
Guolin Lai, Georgia State University, United States ; Yuxin Ma, Douglas Williams, Louise Prejean, Mary Jane Ford, University of Louisiana at Lafayette, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teacher candidates enrolled in a technology integration methods course facilitated student-centered lessons in a pedagogical laboratory as they taught a robotics or digital storytelling unit. We adopted a quantitative instrument to measure the impact of the pedagogical laboratory experience on teacher candidates' beliefs regarding technology use. The impact was largely insignificant. The qualitative data suggest that changes might be incremental and TBTUS might not be sensitive to changes that occurred after 22 hours of treatment, with only six hours of real teaching experience. Moreover, unlike vicarious experiences, personal teaching experiences may be different for each candidate, so they might have learned strategies that are unrelated to the beliefs that were measured.
Lai, G., Ma, Y., Williams, D., Prejean, L. & Ford, M.J. (2008). Teachers’ Belief Change in a Pedagogical Laboratory. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1140-1145). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE