How methods and technology instructors think about good practice: An exploration for transforming pre-service curriculum.

摘要

This descriptive case study investigates four research questions: (1) the similarities and differences between experienced methods and technology instructors' thinking about good practice, (2) their perception of technology use in teaching, (3) their thinking about integrating teaching methods and integrating technology, and (4) the discrepancy between their espoused theory and theory-in-use. To answer the questions, multiple data were collected using four methods, including: (A) an open-ended interview, (B) an interview with the Rep Grid technique, (C) a concept map drawing and (D) a final reflection. The data were analyzed through content and cluster analysis.; The results indicate that there are some similarities and differences between experienced methods instructors and experienced technology instructors. Methods and technology instructors have similar definitions about good practice in teaching, apply similar teaching strategies in their teaching, and have similar perceptions of the role of computer technology in teaching. In terms of differences, methods instructors tend to be more focused on critical and higher-order thinking skills and topic-oriented issues related to their background (Social Studies). In addition, they have some difficulty and frustration with technology use. In other words, they focus on content first and then what technology to use afterwards. Technology instructors are more interested in applying a variety of pedagogical strategies and taking a student-centered approach in a hands-on/project-oriented technology learning environment but without a strong focus on any particular content. Lacking content constitutes a dilemma and perhaps a substantial disadvantage for technology instructors because it forces them to accept all content when trying to advocate for technology into their students' teaching. As a result, integration can become a superficial issue.; These similarities and differences between the methods and technology instructors are useful in that they can help find better ways to improve teaching performance and hopefully reach the goal of substantive technology integration.