العربية
Author Name: Jennifer Spink Strickland
Description:
In this inquiry it is argued that examining teacher issues and needs is profoundly important in understanding the successes and failures in the process of integrating technology into education. Given this argument, the study sought to understand those issues and needs by exploring the implementation process of four teacher educators involved in an implementation grant whose goals were to integrate technology into teacher education programs. This qualitative study (1) described the issues and needs of four teacher educators; (2) examined the processes in which the teacher educators engaged to transform their pedagogy; (3) analyzed what impeded or encouraged a beneficial transformation of pedagogy; and (4) reflected critically upon my role as a researcher-technologist-graduate student in this process. Based upon participant observation, unstructured interviews, weekly group meetings, material culture, and a researcher log, it was seen that the teacher educators implemented a variety of technological processes. Such processes were faculty development, technology exploration in the classroom, asynchronous communication, and on-line courseware. The inquiry found that the teacher educators experienced issues and needs that directly affected the success or failure of their technology attempts. Such issues were time, relevance, centrality, community, and money. It was also asserted that the researcher was often conflicted in her role as a researcher, a graduate student, and an educator. These roles often contradicted each other and affected the manner in which interaction among participants occurred. Further, it was hypothesized that the technological goals for the researcher often varied from those of the teacher educators, and it was asserted that understanding the teachers’ goals, objectives, and philosophical beliefs are essential to a technologist – teacher relationship. Conclusions drawn in this study regarding the teachers’ evolution of technology integration were slightly different from previous findings for K-12 educators. Other findings discuss lessons learned and recommendations for similar technological attempts in teacher education programs. A main conclusion of this study was that understanding the needs and issues of teachers is essential in the success of technology integration in education.
Reference: Strickland, J. S. (2003). An exploration of the integration of technology into teacher education. United States Of America: Ohio State University.