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The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms
- Source :
-
Journal of Computing in Teacher Education . Fall 2007 24(1):5-12. - Publication Year :
- 2007
-
Abstract
- The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technology-enhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results. (Contains 5 tables and 2 figures.)
Details
- Language :
- English
- ISSN :
- 1040-2454
- Volume :
- 24
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Journal of Computing in Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ833921
- Document Type :
- Journal Articles<br />Reports - Research