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A tale of two preservice teachers: effects of personal learning histories in once and future practices
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E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work.
For the greater teacher and teaching research community, significant aspects of this study
include the attempt to 1) relay preservice teachers’ conceptions of technology from a qualitative, emic perspective; 2) add to the body of pedagogical narratives recording learners’ experiences with evolving information technologies; 3) add commendable teaching practices that elicit and incorporate students’ personal learning histories in order to deliberately engage students and alter/add to their knowledge bases; and 4) broaden research fields that examine knowledge bases of preservice teacher conceptions as well as those that investigate technological conceptions, classifications, and categorizations.
Section II: Outcomes and Methods
A. Learner/participant outcomes: Describe what you intend the participants to learn during the session.
During the session, the participants will learn about the 1) transformative direction that
preservice teacher education technology courses are currently taking, 2) importance of making sure that preservice teachers engage with transformational technology in ways that challenge, alter, or add on to their existing understandings of technological implementation, 3) implications and findings of my own research, and 4) proposed strategies for promoting progressive engagement with educational technologies in current preservice teacher programs.
B. Methods: Describe how you will design the session so that the learner/participant outcomes are achieved.
I will create an informational Power Point slide show to correspond with my talk. In
addition, I will make opportunities for participant interaction during my talk by asking for the participants’ thoughts, feedback, and questions. I will do my best to foster an interactive discussion among all participants.
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| | Authors: Katic, Dr. Elvira. |
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E. Implication for Action: Outline what concrete changes, activities, policies, research, or other
outcomes can result from this work.
For the greater teacher and teaching research community, significant aspects of this study
include the attempt to 1) relay preservice teachers’ conceptions of technology from a qualitative,
emic perspective; 2) add to the body of pedagogical narratives recording learners’ experiences
with evolving information technologies; 3) add commendable teaching practices that elicit and
incorporate students’ personal learning histories in order to deliberately engage students and
alter/add to their knowledge bases; and 4) broaden research fields that examine knowledge bases
of preservice teacher conceptions as well as those that investigate technological conceptions,
classifications, and categorizations.
Section II: Outcomes and Methods
A. Learner/participant outcomes: Describe what you intend the participants to learn during the
session.
During the session, the participants will learn about the 1) transformative direction that
preservice teacher education technology courses are currently taking, 2) importance of making
sure that preservice teachers engage with transformational technology in ways that challenge,
alter, or add on to their existing understandings of technological implementation, 3) implications
and findings of my own research, and 4) proposed strategies for promoting progressive
engagement with educational technologies in current preservice teacher programs.
B. Methods: Describe how you will design the session so that the learner/participant outcomes
are achieved.
I will create an informational Power Point slide show to correspond with my talk. In
addition, I will make opportunities for participant interaction during my talk by asking for the
participants’ thoughts, feedback, and questions. I will do my best to foster an interactive
discussion among all participants.
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