During student teaching, teacher candidates' technology integration varied in frequency and fell into four categories of use: teacher use, effective-but-not-transformative student use, higher-level student use, and interactive whiteboard use¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Open-ended responses about student teaching showed use ranging from none to daily, with four ways of employing technology: teacher use, student use that was effective but not transformative, higher-level student use, and interactive whiteboard use. → Buss 2017

Evidence¶

Buss 2017¶

Buss, R. R., Lindsey, L., Foulger, T. S., Wetzel, K., & Pasquel, S. (2017). Assessing a technology infusion approach in a teacher preparation program. International Journal of Technology in Teaching and Learning, 13(1), 33-44. https://eric.ed.gov/?q=Assessing+a+technology+infusion+approach+in+a+teacher+preparation+program

q2 · i? · qualitative · r?

Qualitative thematic analysis of open-ended survey responses describing technology use during student teaching. Responses "ranged from no or little use to daily use of technology as part of instruction," and the nature-of-use theme yielded the four categories, with interactive whiteboard use the most frequent response.

"Broadly speaking, there were four ways TCs employed technology in their classrooms including (a) teacher use, (b) student use --effective, but not transformative, (c) higher level student use, and (d) use of the interactive whiteboard."

Discussion¶

Related Claims¶

• Teacher candidates' projected future classroom technology use mirrors their student-teaching use, with most describing routine, non-transformative use — related
• Teacher candidates' advice for improving technology-infused courses clustered into three themes: better instruction and instructors, more tools and practice, and focus on school-available technology — related