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Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integrationin Elementary Education Methods Courses

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Author(s)
Vasinda, Sheri
Ryter, Di Ann
Hathcock, Stephanie
Wang, Qiuying

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URI
http://hdl.handle.net/20.500.12424/48851
Online Access
http://editlib.org/p/173508
Abstract
Research indicates that preservice teachers’ understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This study focused on teacher educators’ integration of technology using iPads to enhance teaching and learning in an elementary education teacher preparation program. Four faculty members documented their own technology integration journey through collaborative autoethnography identifying the affordances and challenges of 1:1 iPad integration into their science, social studies and literacy methods courses. The researchers discovered that access to technology alone is not sufficient for faculty members to integrate iPad use in their courses. High quality use of iPads and their applications require time for exploration, experimentation, and practice, as well as professional support and development adding another dimension to the work of teacher educators.
Date
2017-09
Type
Article
Identifier
oai:editlib.org:p/173508
http://editlib.org/p/173508
Copyright/License
Copyright (c) AACE. All rights reserved.
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Contemporary Issues in Technology and Teacher Education

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