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Association: Name: American Association of Colleges for Teacher Education URL: http://www.aacte.org
Citation: URL: http://www.allacademic.com/meta/p205952_index.html Direct Link: HTML Code:

Katic, Dr. Elvira. "A tale of two preservice teachers: effects of personal learning histories in once and future practices" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, Feb 07, 2008 <Not Available>. 2011-06-08 <http://www.allacademic.com/meta/p205952_index.html>

Katic, D. , 2008-02-07 "A tale of two preservice teachers: effects of personal learning histories in once and future practices" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA Online <PDF>. 2011-06-08 from http://www.allacademic.com/meta/p205952_index.html

Publication Type: Individual Paper Abstract: I critically examined the personal learning histories of technology held by two preservice teachers in order to understand how their conceptions of technology might affect their adaptation and implementation of learning technologies for themselves (as future teachers) and their future students. The students were enrolled in a teacher education program at a large Northeastern university and data was collected while they were taking a required educational technology course. The course was designed to encourage the appropriation and integration of transformative uses of technology. The preservice teachers’ conceptions of technology were examined in order to 1) explore the students’ understandings of technology, 2) compare how/whether their particular conceptions connected to material presented in the educational technology course, and 3) examine their proposed future implementations of technology. Cross-case analyses established that the conceptions the preservice teachers held, which saw technology as a primarily utilitarian tool rather than a transformational one, were greatly influenced by their personal learning histories with technology and were not altered greatly by the content and/or theories presented in the educational technology course. Furthermore, these conceptions seemed to influence not only the sample student projects they created for the course, but also their own predications of the types of technological integration they foresaw themselves employing in their future classes.

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