Date of Award
2012
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Educational technology.
Supervisor
Zhang, Zuochen (Education)
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
This study was guided by the following research objectives: (1) investigating the relationship between the teacher education curriculum and field placements; (2) investigating how the technology experiences of teacher candidates in a teacher education program affect their experiences in a field placement experience; and (3) investigating situational, institutional, and/or dispositional variables that influence the integration of instructional technologies by teacher candidates in placements. Thirty-two teacher candidates in a consecutive teacher education program in Ontario completed questionnaires; additional interviews were conducted with four of these individuals. The data suggests that the participants in the required technology class were highly influenced by their faculty instructors' and mentor teachers' uses of technology, and the majority of the participants had very little experience with using technology for pedagogical and constructivist purposes. Technology integration in placements was ultimately dependent on the access and availability of resources, previous experience with available resources, technical support, and funding.
Recommended Citation
Morris, Noelle, "Learning and teaching with emerging technologies: Preservice pedagogy and classroom realities" (2012). Electronic Theses and Dissertations. 249.
https://scholar.uwindsor.ca/etd/249