This study provides insight into preservice teachers’ experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal entries, focus group interviews, and field notes. The findings illustrated preservice teachers’ use of iPad apps during fieldwork, identified their technology-related instructional decisions, and determined how those choices exhibited emerging dimensions of technological, pedagogical, and content knowledge (TPACK). The preservice teachers combined their knowledge of pedagogy, student understanding of content, and emerging knowledge of iPad apps to effectively develop and conduct lessons in various content areas. Interviews with the students supported the social validity of the iPad implementation.
Many school districts across the United States now offer online K-12 education, and the proportion of all students in higher education taking at least one online course is at an all-time high of 32% (Allen & Seaman, 2013). With the evolution of online teaching and learning, teacher preparation programs must establish and offer online student teaching placements. The purpose of this case study was to investigate the experiences of seven secondary preservice teachers who completed student teaching in dual settings, online and on campus. Student teachers valued not having to write the curriculum for online classes, stated that classroom disturbances were limited online, identified valuable online tools and resources to differentiate their lessons, and reported high parental involvement with online classes. Student teachers, however, struggled to motivate their online students and manage their time efficiently. Recommendations on how to get started and improve online student teaching are provided.
Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their future students’ problem-solving skills. Becoming comfortable with games and game design, however, requires firsthand design experiences, which teacher education programs hardly provide. Given the limited opportunities and research, this study attempted to gain insight into the implementation of a game design workshop to teach preservice teachers how to integrate game design in their future practices. In this exploratory case study, we analyzed reflections and lesson plans from four preservice teachers who participated in a game design workshop. Overall, the preservice teachers found the workshop to be effective in teaching them the intricacies of the game design process. However, both the participants’ learning experiences during the workshop and the level of pedagogical elements present in their lesson plans varied depending on their technology knowledge and teaching context.
Technology is increasingly positioned by policy makers as a necessary part of 21st-century schools. However, it is not always clear how well preparation programs in educational technology truly prepare educators for such work. In this study, the author critically analyzed official standards documentation for an educational technology specialist program in order to determine the degree to which preservice educators are being prepared for what is expected of them. The author articulated a framework called critical software studies, which seeks to unpack the way software, which is what comprises modern technologies, demands a kind of scrutiny few acknowledge and consider when preparing future educators. The author concluded that the standards themselves do not take a critical stance with regard to technology, but rather presuppose technology as something neutral and purely functional. Recommendations to improve standards and programs are then made to different stakeholders in teacher education.