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dc.contributor.authorCullen, Theresa A.
dc.date.accessioned2019-05-20T02:43:54Z
dc.date.accessioned2020-01-09T19:04:50Z-
dc.date.available2019-05-20T02:43:54Z
dc.date.available2020-01-09T19:04:50Z-
dc.date.issued2006-06
dc.identifier.citationCullen, T. A. (2006). The Role of Technology in Preservice Teachers’ Images of Their Future Classroom. 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 2 (pp. 910-911). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.910
dc.identifier.urihttps://repository.isls.org//handle/1/3620-
dc.description.abstractParticipant drawings, descriptive essays, surveys, and interviews were used to assess how 160 beginning preservice teachers envisioned technology in future classrooms. Results were analyzed with the constant comparative method (Glaser & Strauss, 1967) and trait coding (Haney, Russel, & Bebell, 2004). Data demonstrated persistence of teacher-centered technology uses and inconsistencies between espoused views and participant drawings. Results could be used to design interventions for transfer through a better understanding of beginning beliefs of preservice teachers.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleThe Role of Technology in Preservice Teachers’ Images of Their Future Classroomen_US
dc.typePostersen_US
Appears in Collections:ICLS 2006

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