Preservice Teachers’ Pedagogical Perspectives about Incorporating Information and Communication Technologies into their Future Classrooms PROCEEDINGS
Mia Kim Williams, Arizona State University, 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
This study explores preservice teachers' “pedagogical perspectives” of ICTs in their future classrooms as a way of understanding the students' conceptualizations with regards to ICT. The guiding assumption of this study is that preservice teachers “pedagogical perspectives” about ICTs can facilitate or hinder a critical incorporation of educational technologies in schools. Using qualitative methods, data was collected from three sources: 1) Focus groups of preservice teachers enrolled in a required educational technology course at two university campuses, 2) Semi-structured interviews of preservice teacher participants selected as a non-random, purposeful sample, and 3) Visual artifacts to explore pedagogical perspectives of future classrooms. Viewing this data with a critical lens using Foucault's notions of Technologies of the Self and Bourdieu's ideas of cultural capital yielded knowledge of preservice teachers decisions about integrating ICTs for meaningful teaching and learning.
Williams, M.K. (2008). Preservice Teachers’ Pedagogical Perspectives about Incorporating Information and Communication Technologies into their Future Classrooms. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 4015-4022). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE