“Not Quite Teaching for Real:” Preservice Secondary English Teachers’ Use of Technology in the Field Following The Completion of an Instructional Technology Methods Course

Abstract

This qualitative study examines the ways in which graduate preservice secondary English teachers integrate technology into their practice during the semester immediately following a content-specific course in methods of teaching with technology. Findings indicate the necessity of establishing connections between introductory coursework and subsequent methods courses. If the programs aim at producing technology-using teachers, then teachers must be equipped with hands-on experiences and critical examination of instructional models offered. Faculty must move from talking about technology to modeling effective teaching with technology. Similarly, if preservice teachers are expected to integrate technology into their fieldwork, they must be placed with supportive cooperating instructors who will provide the instructional autonomy needed to investigate new uses of new tools.

Additional information

Notes on contributors

Sara B. Kajder

Sara Kaider is an assistant professor of literacy education at the University of Louisville. Her research interests include methods for preparing preservice and inservice English/Language Arts teachers to effectively use educational technology in K–12 literacy instruction. She is the author of The Tech Savvy English Classroom (Stenhouse).