Reflecting on the Challenges of Informal Contexts: Early Field Experiences with Technology in Teacher Education

August 31st, 2017 | RESEARCH

Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice teachers’ use of digital learning tools. To address this gap, an inquiry was conducted to better understand teachers’ early fieldwork experiences in informal science contexts and the use of formative assessment technologies. Researchers used a mixed methods design to examine how early field experiences might support authentic and robust opportunities for teachers in training. Results suggested that technology-focused early field experiences can serve as confirmatory events for preservice teachers, afford them opportunities to apply theory and content knowledge to practice, and contend with issues related to technology integration, instructional planning, classroom management, and even attendance within an informal context. Findings could be used to improve the design of early field experiences for preservice teachers, and facilitate the scaffolding of the opportunities to help them better integrate technologies into those experiences.

Document

2017-Lux-et-al-EFE-final-v17i2general1.pdf

Team Members

Tony Hartshorn, Principal Investigator, Montana State University
Nick Lux, Co-Principal Investigator, Montana State University
Amanda Obery, Author, Montana State University
Jamie Cornish, Co-Principal Investigator, Montana State University
Irene Grimburg, Author, Montana State University

Citation

Identifier Type: ISSN
Identifier: 1528-5804

Publication: Contemporary Issues in Technology and Teacher Education
Volume: 17
Number: 2
Page(s): 250-267

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 1423561
Funding Amount: $250,000

Related URLs

UTRAC: Using Technology to Research After Class

Tags

Audience: Educators | Teachers | Evaluators | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Professional Development and Workshops