Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3519
Title: Using Drawings and Interviews to Diagram Entering Preservice Teachers’ Preconceived Beliefs about Technology Integration
Authors: Keren-Kolb, Elizabeth
Fishman, Barry
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Keren-Kolb, E. & Fishman, B. (2006). Using Drawings and Interviews to Diagram Entering Preservice Teachers’ Preconceived Beliefs about Technology Integration. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 328-334). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: There is concern that colleges of education are not adequately preparing teachers to use technology in their classrooms. Programs find it hard to properly train preservice teachers for a variety of reasons, both structural and pedagogical. One reason is that students bring their prior beliefs about teaching with them into their preservice programs. In the past we lacked sufficient tools to uncover these entering beliefs. This study employs drawings and interviews to uncover preservice secondary teachers' prior beliefs and knowledge about the use of technology in teaching. These methods offer a counterpoint to quantitative approaches often used to study preservice teacher beliefs regarding technology. Our analysis of the data from preservice teacher interviews resulted in a diagram that illuminates incoming teachers' orientation toward their future technology-infused teaching. This study provides methodological guidance for examining and improving teachers' learning about technology integration.
URI: https://doi.dx.org/10.22318/icls2006.328
https://repository.isls.org//handle/1/3519
Appears in Collections:ICLS 2006

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