The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become selfreflective consumers of technology.
|Original language||English (US)|
|Title of host publication||Handbook of Research on Teacher Education in the Digital Age|
|Number of pages||27|
|ISBN (Print)||1466684038, 9781466684034|
|State||Published - Aug 3 2015|