Using collaborative reflection to build technology integration skills among preservice elementary science teachers.

摘要

This study examines the role of collaborative reflection on teaching practice in shaping preservice elementary teachers' understanding of technology in the science classroom. In a phenomenographic study of qualitative data sources, the study looks at the conceptions about technology integration of fourteen undergraduate elementary education students working as teaching assistants in a technology-rich biology content course. Participants were selected for one of three sample groups. One group reflected on the use of technology in the biology classroom as individuals, while the other two reflected in collaborative groups. Data sources included transcribed interviews and collaborative reflection meetings, electronic reflective journal entries, classroom observations, pre- and post-surveys to assess technology integration knowledge, a review of documents used in planning for the course, and the researchers field notes and reflexive journal. Analysis involved open coding techniques and testing of themes and patterns in checklist, case-level, and time-ordered matrices. A cross-case analysis included creation of detailed narrative cases featuring one member of each of the sample groups that provided a contextualized view of the development of the participants' ideas about technology integration in the science classroom. The findings suggest that preservice teachers view instructional technology as a tool that supports teacher-led presentations and student-driven technological information delivery systems, but not as a tool for fostering inquiry learning. Data suggests that this view of technology integration is a product of a wide range of common experiences, such as the use of technology for projects and assignments, university coursework in educational technology, methods courses, field experiences, and the teachers and professors who serve as role models for technology use. The findings also suggest that collaborative reflection on teaching practice helps preservice teachers align their views of technology use with the pedagogical strategies they have learned during content courses, including inquiry-centered science activities. The findings of this study support revision of teacher education programs to include explicit discussion of technology integration in science methods course that follow observation and practice in planning and teaching lessons that use technology to support a variety of learning goals.