The Impact of a Combination of Vicarious and Personal Experiences on Teachers’ Technology Beliefs

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Ma, Y., Williams, D., Ford, M.J. & Prejean, L. (2009). The Impact of a Combination of Vicarious and Personal Experiences on Teachers’ Technology Beliefs. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1496-1501). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30824.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Yuxin Ma, Doug Williams, Mary Jane Ford, Louise Prejean, University of Louisiana at Lafayette, USA

Abstract

A teacher education program in a southern research/teaching university created a model pedagogical laboratory that focuses on technology integration. The pedagogical laboratory has been offering robotics and digital storytelling programs to elementary and middle school students. The programs serve as a field experience opportunity for teacher candidates to practice skills in facilitating technology-enhanced, inquiry-based science instruction. In this paper, we present a mixed methods study that investigates whether and how a combination of vicarious learning experiences, lesson development activities, and a hands-on technology integration field experience in a pedagogical laboratory may affect changes in preservice teachers’ beliefs.

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