Technology use, reasons for technology use, and impacts of technology use: A case study of preservice student teachers in the area of emotional disturbance
Ann Kathryn Yehle, The University of Wisconsin - Madison, United States
The University of Wisconsin - Madison . Awarded
This study examined the technology use of three preservice teachers enrolled in a special education teacher preparation program with emphasis in emotional disturbance. Research questions included (a) in a special education teacher preparation program with emphasis in emotional disturbance, how did preservice teachers use technology in their courses and field placements, (b) why was technology used and/or not used and, (c) what were the impacts of technology use? Data were collected via qualitative methodology including interviews, observations, document review, and field notes. An interpretivist framework was used to identify and categorize themes.
The preservice teachers identified eight ways they used technology at their student teaching placements: (a) drill-and-practice, (b) reinforcement for behavior change, (c) to support meaningful learning, (d) to anchor instruction in hypermedia, (g) data management, and (h) a tool for establishing rapport with students. The preservice teachers identified three ways they used technology in their coursework: (a) productivity, (b) cybermentoring, and (c) research. The preservice teachers identified eight reasons why they used technology at their student teaching placements and in their course work: (a) course requirement, (b) support from others, (c) modeling in class and at student teaching placements, (d) preventive discipline, (e) necessity, (f) professional goals, (g) legal requirement, and (h) hardware/software access. Three barriers to technology use were identified: (a) hardware/software access, (b) gatekeepers, and (c) time. In addition, preservice teachers identified six impacts of their technology use: (a) support of student progress toward individual education plan goals, (b) increase in appropriate student behavior, (c) linking curricula and instruction to meaningful adult skill, (d) access to general education curricula, (e) prevent student boredom, and (f) increase in person feelings of technological competence and comfort. Finally, implications for practice and implications for future research are discussed.
Yehle, A.K. Technology use, reasons for technology use, and impacts of technology use: A case study of preservice student teachers in the area of emotional disturbance. Ph.D. thesis, The University of Wisconsin - Madison.
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