The impact of field experience in technology-integrated classrooms on
preservice teachers’ development of TPACK
Shu-Ju Diana Tai and Denise Crawford
Center for Technology in Learning & Teaching, Iowa State University
United States
shujutai@gmail.com
dschmidt@iastate.edu
Abstract: The purpose of the study is to investigate the impact field experiences, that are
specifically targeted on using technology in PreK-12 educational contexts, have on
preservice teachers in relation to their development of TPACK and as a result how
prepared they are to integrate technology into their future classrooms. Participants are 15
preservice teachers enrolled in a 1-credit class offered for Learning Technologies Minor
in a large Midwestern university. Participants need to complete 24 hours of visits to
observe how PreK-12 educators interact with and teach using technology. Data are
collected from surveys completed before and after field experiences, participants’
documentation of two observations framed in TPACK, their reflections after each visit,
and the focus group interview to be conducted at the end of the semester. Data collected
from the four sources will be analyzed to understand the impact field experiences in
technology-integrated classrooms have on preservice teachers.
Introduction
As technologies have become more and more accessible in various learning
environments, teacher education programs in the United States have realized that more
and more it is their responsibility to prepare teachers who are equipped with the skills and
knowledge to infuse technology into their teaching while impacting student learning.
Little is known about what impact PreK-12 field experiences and practicums have on
preservice teachers’ development of their content, pedagogical and technology
knowledge. Research indicates that it is central to perservice teachers’ experiences that
we actively engage with them with inservice teachers and students in the PreK-12
settings (Broda, Wereley, & Schmidt, 2009). Field experiences provide “opportunities for
teachers to gain valuable classroom experience and learn how to implement new
instructional strategies in authentic classroom environments” (Frey, 2008, p. 181). As
also noted in the seminal Office of Technology Assessment’s report (U. S. Congress,
1995), “K-12 and university educators must work together to integrate technology into
curriculum and classroom practice” (p. 165).
Teachers often report specific gaps in their preparation to use technology, while
several teachers have commented about being unprepared to cope with the challenges of
integrating technology effectively in classrooms (Kay, 2006; Samuel & Abu Bakar, 2005;
Yildirim, 2000). Thus, teacher education programs are faced with the challenge of not
only providing preservice teachers with the knowledge, resources, and expertise needed
to accommodate themselves in the new generation classroom, but more importantly to
help future teachers understand the importance of TPACK (Mishra & Koehler, 2006).
Research findings strongly support that field experiences provide pre-service teachers
with the opportunity to see technology being integrated in authentic educational contexts,
while attempting to make connections between theory (what they have learned from
courses in the preparation programs) and practice (the actual teaching in classrooms).
Active participation by preservice teachers in authentic classroom experiences is central
to the process of preparing preservice teachers who develop deep thinking and reflection
about their learning and teaching, especially when thinking about the interplay between
content, pedagogy and technology (Mishra & Koehler, 2006).
Thus, the purpose of the present study is to investigate the impact field
experiences, that are specifically targeted on using technology in PreK-12 educational
contexts, have on preservice teachers in relation to their development of TPACK and as a
result how prepared they are to integrate technology into their future classrooms.
Methodology
Participants
Participants for this study are 15 preservice teachers enrolled in a PreK-12
technology field experience course in a large Midwestern university. An overview of the
research study was shared with the students during a scheduled face-to-face meeting
during the first week of the semester. It was made clear that participation in the study was
strictly voluntary. In other words, participants could decide to withdraw from the study at
any time during the semester and their grades for this course would not be affected.
The Research Context
The field experience course is a 1-credit class that is offered for preservice
teachers who are enrolled in a 16-credit Learning Technologies Minor that is offered at
this university. The purpose of this field experience is to provide preservice teachers with
an opportunity to observe how PreK-12 educators interact with and teach using
technology. During the semester, preservice teachers are placed with a classroom teacher,
instructional technology coach, or a technology coordinator/director to complete 24 hours
contact time with teachers and students in school(s) where they are placed. Requirements
for the course include: 1) observe technology being used in educational settings (i.e.,
classrooms, teacher inservices, etc.), 2) assist cooperating teachers, instructional
technology coaches or technology directors/coordinators with using technology, 3) teach
curriculum topics using technology, and/or 4) facilitate technology inservices/workshops.
Scheduling of these classroom/school visits are negotiated between participants and vary
due to individual schedules. Typically, preservice students spend 2 hours per week for 12
weeks in most cases, but some will spend 3 or 4 hours at a time in their placement
locations. This research study uses the structure of this course for examining how
preservice teachers develop TPACK as a result of these classroom experiences and
interactions with teachers and technology leaders in the field.
Research Design & Data Analysis
As research suggests, effective field experiences should include “components of
observation, participation, and meaningful reflection” (Broda et al., 2009). The proposed
research study is a mixed methods design where qualitative and quantitative data will be
collected through surveys, document analysis of observations and reflections, and a focus
group interview with participants. Collectively, the data gathered from the pre- and postsurveys were analyzed quantitatively and classroom observations, reflections, and semistructured focus group interview data were analyzed qualitatively.
Preservice teachers were asked to fill out a survey before and after their K-12
field experience. The pre-survey collected information on participants' background
information, their self-perceived TPACK, and their expectation of how the field
experience would help them integrate technology into their teaching. The post-survey
focused on their self-perceived TPACK and the impact that the field experience had on
them in relation to if and how the field experience helped them develop TPACK.
In addition to the surveys, participants were asked to document two of their
observations of their school visits. Participants were provided an observation instrument
to document their field experience when observing teachers in classrooms. Moreover,
after each school visit, participants wrote a reflection to reflect and identify what they
learned during the school visit. They were also asked to read through peers’ reflection
posts and provided comments and feedback, which allowed them to have the opportunity
to learn from their peers’ experiences. Participants' observation and reflection data were
analyzed to help identify the impact of the field experience.
Based on the preliminary analysis of the observation and reflection data,
researchers identified issues that needed further illustration before the semi-structured
focus group interview, which will be conducted at the end of this fall semester. During
the interview, pre-determined questions as well as follow-up questions on issues that
emerged from the preliminary analysis will be addressed and clarified.
Conclusion
Results from this on-going study will be presented at the SITE conference.
Researchers will continue to collect data this semester and will report findings at the
conference.
References
Broda, M., Wereley, M. & Schmidt, A. (2009). Making Meaning From Field: Using
Weblogs, Wikis, and Digital Stories to Debrief Field Placements. In I. Gibson et al.
(Eds.), Proceedings of Society for Information Technology & Teacher Education
International Conference 2009 (pp. 2754-2759). Chesapeake, VA: AACE. Retrieved
from http://www.editlib.org/p/31056.
Frey, T. (2008). Determining the impact of online practicum facilitation for inservice
teachers. Journal of Technology and Teacher Education, 16(2), 181-210.
Chesapeake, VA: AACE.
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service
education: A review of the literature. Journal of Research on Technology in
Education, 38(4), 383-408.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A
framework for integrating technology in teachers' knowledge. Teachers College
Record, 108(6), 1017-1054.
Samuel, R. J., & Abu Bakar, Z. (2005). The utilization and integration of ICT tools in
promoting English language teaching and learning: Reflections from English option
teachers in Kuala Langat District, Malaysia. International Journal of Education and
Development using Information and Communication Technology (IJEDICT), 2(2), 414.
Yildirim, S. (2000). Effects of an educational computing course on preservice and
inservice teachers: A discussion and analysis of attitudes and use. Journal of
Research on Computing in Education, 32(4), 479 – 495.
U. S. Congress, Office of Technology Assessment. (1995, April). Teachers and
technology: making the connection. OTA-EHR-616. Washington D. C.: U. S.
Government Printing Office. Retrieved from
http://babel.hathitrust.org/cgi/pt?id=mdp.39015034883846;view=1up;seq=3.