This compilation paper was presented at the American Educational Research Association annual meeting in April 2011 at an invited session of the TACTL (Technology as an Agent of Change for Teaching and Learning) Special Interest Group.
This afternoon we would like to present a series of research snapshots into our longitudinal study of 1:1 computing in a preservice program. I already introduced myself, but also have 2 graduate students, Helena Yoon and Min Ok, who will co-present with me.
In 2002 the preservice preparation program shifted from a standalone technology course to an approach that integrated technology throughout the program. This was enabled by Student laptop requirementFaculty development and buy-inOngoing learning for faculty and studentsOngoing technological support and accessTwo centers were established - one for technicalsupport and resources and one for faculty support, innovation, and training
In the earlier research of the program, there was little formal research. One of the support centers conducted evaluation surveys of the students in 3 main areas: Laptop UseTechnology Use – in coursework, public school settings, and personallyUse of Support Resources
In 2008, I began a research project that aimed to understand preservice teachers development within the program on 3 core areas: Knowledge and beliefs – Attitudes – self efficacy and learning technologiesAnd Behaviors – Current use / future useThese are captured, at this point, mostly through a pre and post survey. Digital Self-EfficacyLearning Technologies AttitudeTeaching Philosophy (construc. / directed)36 Technology ActivitiesStudents’ Frequency, Purpose, SkillInstructors’ UseSocial Networking: use, privacy, concernsSubject-specific technology use (current and future)Preparation for online teaching
Using three semesters of data from our newest survey, we examined how preservice graduates were prepared to integrate technology in their future teaching. We examined students’ beliefs, attitudes, behaviors and knowledge.
All scales run from 1-4We examined in depth open-ended answers to what they felt were their most valuable learning technology that they would use in the future if available. We found that productivity software and teacher-centric technologies dominated in their choices and that TPK was drawn upon most often to rationalize their choices.
Visualization of Depth of Rationalization.
Data collected from surveys, documents, observation and interview.
1:1 Laptop Learning in Preservice Teacher Education
Research Snapshots of 1:1 Computing in Preservice Education: 2002-2011<br />Joan E. Hughes, Hyo-Jin Helena Yoon, Nikki Wen, and Minwook Ok<br />The University of Texas at Austin <br />