Search results for: Englehardt Joanna
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Examining Preservice Teachers' Conceptual and Practical Understandings of Adopting iPads into their Teaching of Young Children
This study aimed to explore how preservice teachers used iPads and their applications in their coursework and field placements, which took place in high-stakes early learning contexts, affect their conceptualizations of incorporating iPads into their teaching. The results revealed that most of these prospective teachers found iPads and their apps to be appealing but struggled to connect their attraction to these devices to student learning. However, some participants worried that by simply figuring out the pattern or steps required to complete the task or game found within the app successfully, students are not learning or developing the skills and/or knowledge the app was designed to teach them.
Updated: Dec. 13, 2018
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018