When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?

British Journal of Educational Technology

Volumn 38, Issue 4, 2007, Pages 656-667

  Dawson, Kara ^a,b   Dana, Nancy Fichtman ^a,b  

^a UNIVERSITY OF FLORIDA   (United States)

^b 2403 Norman Hall ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

TEACHER INQUIRY; TECHNOLOGY ENHANCED FIELD EXPERIENCES;

PERSONNEL; SCHOOL BUILDINGS;

EDUCATION;

EID: 34250025710     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2006.00648.x     Document Type: Article

References (45)

1. American Council of Education (1999). To touch the future, transforming the way teachers are taught: an action agenda for college and university presidents. Washington, DC : Author.
2. Bloom, B. S. (1956). Taxonomy of educational objectives: handbook 1, cognitive domain. New York : Longman.
3. Bondy, E. Ross, D. D. (2005). Preparing for inclusive teaching: meeting the challenge of teacher education reform. Albany, NY : State University of New York Press.
4. Bullock, D. (2004). Moving from theory to practice: an examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12, 2, 211 237.
5. Carr, W. Kemmis, S. (1986). Becoming critical: knowing through action research. Geelong, Victoria, Australia : Deakin University Press.
6. Casey, J. M. (1997). Teachernet: global connections to improve preservice, inservice teaching worldwide. Paper presented at the National Educational Computing Conference, Seattle, WA.
7. Cochran-Smith, M. Lytle, S. L. (1993). Inside/outside: teacher research and knowledge. New York : Teachers College Press.
8. Cochran-Smith, M. Lytle, S. L. (1999). The teacher research movement: a decade later. Educational Researcher, 28, 7, 15 25.
9. Conant, J. B. (1963). The education of American teachers. New York : McGraw-Hill.
10. Dana, N. Dawson, K. (2005). Fostering prospective and practicing teachers' reflection on meaningful technology integration through teacher inquiry. Presentation at the Association for Teacher Educators, Chicago, IL.
11. Dana, N. Silva, D. Y. (2000). Student teachers as researchers: developing an inquiry stance toward teaching. In Julie D. Rainer Edith M. Guyton (Eds Teacher education yearbook ix: research on the effects of teacher education on teacher performance (pp. 91 104). Dubuque, Iowa : Kendall-Hunt Publishing.
12. Dana, N. F. Yendol-Silva, D. (2003). The reflective educator's guide to classroom research: learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA : Corwin Press.
13. Dawson, K. (2006a). Teacher inquiry: a vehicle to merge prospective teachers' experience and reflection during curriculum-based, technology-enhanced field experiences. Journal of Research on Technology in Education, 38, 3, 265 292.
14. Dawson, K. (2006b). Using teacher inquiry to help prospective teachers untangle the complexities of technology use in classrooms. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
15. Dawson, K. (2005). Preparing preservice teachers to use technology: Are authentic experiences enough? Philadelphia, PA : National Educational Computing Conference.
16. Dawson, K. Nonis, A. (2000). Preservice teachers' experiences in a K-12/university technology-based field initiative: benefits, facilitators, constraints and implications for teacher educators. Journal of Computing in Teacher Education, 17, 1, 4 11.
17. Dawson, K., Swain, C., Johnson, N. Ring, G. (2004). Partnership strategies for systemic integration of technology in teacher education. Contemporary Issues in Technology and Teacher Education, 3, 4, 482 495.
18. Dexter, S. Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond the college's walls. Journal of Teacher Education, 54, 4, 334 346.
19. Dole, J. A. Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 2/3, 109 128.
20. Ertmer, P. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47, 4, 47 61.
21. Ertmer, P. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 4, 25 39.
22. Ertmer, P., Addison, P., Lane, M., Ross, E. Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32, 1, 54 72.
23. Goodlad, J. (1994). Educational renewal. San Francisco : Jossey-Bass Publishers.
24. Harris, J. (1998). Virtual architecture: designing and directing curriculum-based telecomputing. Eugene, OR : International Society for Technology in Education.
25. Henry, M. A. (1989). Change in teacher education: focus on field experiences. In J. A. Braun (Ed Reforming teacher education 69 95. New York : Garland Publishing Inc.
26. Hubbard, R. S. Power, B. M. (1993). The art of classroom inquiry: a handbook for teacher researchers. Portsmouth, NH : Heinemann.
27. Krathwohl, D. R. (2004). Methods of educational and social science research: an integrated approach. Prospect Heights, IL : Waveland Pr Inc.
28. Lave, J. Wenger, E. Pea, R. (1991). Situated learning: legitimate peripheral participation (learning in doing: social, cognitive & computational perspectives). New York : Cambridge University Press.
29. Lortie, D. C. (1975). Schoolteacher: a sociological study. Chicago : University of Chicago Press.
30. McGhee, R. Kozma, R. (2001). New teacher and student roles in the technology-supported classroom. Paper presented at Annual of the American Educational Research Association. Seattle, WA.
31. McIntyre, D. J., Byrd, D. M. Foxx, S. M. (1996). Field and laboratory experiences. In J. Sikula, T. Buttery E. Guyton (Eds Handbook of research on teacher education: a project of the association of teacher educators (2nd ed.) (pp. 171 193). New York : Macmillan Library Reference.
32. McKenzie, W. (2005). Multiple intelligences and instructional technology (2nd ed Eugene, OR : International Society for Technology in Education.
33. NCATE (National Council for Accreditation of Teacher Education 1997). Technology and the new professional teacher: preparing for the 21st century classroom. Washington, DC : Author.
34. Niederhauser, D. S., Salem, D. J. Fields, M. (1999). Exploring teaching, learning, and instructional reform in an introductory technology course. Journal of Technology and Teacher Education, 7, 2, 153 172.
35. O'Bannon, B. Judge, S. (2005). Implementing partnerships across the curriculum with technology. Journal of Research on Technology in Education, 37, 2, 197 216.
36. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed Newbury Park, CA : Sage Publications.
37. Posner, G. J. (2005). Field experiences: a guide to reflective teaching (6th ed New York : Allyn and Bacon.
38. Rossman, G. B. Rallis, S. F. (1998). Learning in the field. Thousand Oaks, CA : Sage Publications.
39. Sadera, W. Hargrave, C. (2004). Conceptual change based approaches to preservice teacher technology preparation. In Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2600 2601). Norfolk, VA : AACE.
40. Stake, R. E. (2000). Case studies. In N. K. Denzin Y. S. Lincoln (Eds Handbook of qualitative research (2nd ed.) (pp. 435 454). Thousand Oaks, CA : Sage Publications, Inc.
41. Strudler, N. Grove, K. (2002). Integrating technology into teacher candidates' field experiences: a two-pronged approach. Journal of Computing in Teacher Education, 19, 2, 33 38.
42. Thomas, L. (1999). National educational technology standards project. Retrieved November 3, 1999, from http://cnets.iste.org Stewart, E. (n.d.) Technology collaboratives for simultaneous renewal in K-12 schools and teacher education programs. Document created at Iowa State University in Ames, IA.
43. Tomilson, C. A. (2001). How to differentiate instruction in a mixed-ability classroom (2nd ed Alexandria, VA : Association for Supervision and Curriculum Development.
44. USDOE (US Department of Education 2001). Preparing tomorrow's teachers to use technology. August 24, 1999. Retrieved February 15, 2001, from http://www.ed.gov/teachtech/
45. Zeichner, K. (1996). Teachers as reflective practitioners and the democratization of school reform. In K. Zeichner, S. Melnick M. L. Gomez (Eds Current reforms in preservice teacher education (pp. 199 214). New York : Teachers College Press.