Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study

Authors

  • Kristi Bergeson
  • Beth Beschorner

DOI:

https://doi.org/10.46328/ijemst.v8i4.1031

Keywords:

Digital tools, Pre-service teacher education, Technology integration, Planning cycle, Literacy

Abstract

This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to overcome obstacles, and had a difficult time using technology in a way that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.

Downloads

Published

2020-09-14

Issue

Section

Articles

How to Cite

Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study. (2020). International Journal of Education in Mathematics, Science and Technology, 8(4), 330-341. https://doi.org/10.46328/ijemst.v8i4.1031

Similar Articles

1-10 of 435

You may also start an advanced similarity search for this article.