Preservice teachers’ conceptions about computers: an ongoing search for transformative appropriations of modern technologies
Preservice teachers’ conceptions about computers: an ongoing search for transformative appropriations of modern technologies
复制标题
职前教师对计算机的看法：对现代技术变革性应用的持续探索
DOI：
10.1080/13540600801983344
复制
发表时间：
2008
影响因子：
2.7
通讯作者：
Elvira K. Katic
中科院分区：
文献类型：
--
作者：
Elvira K. Katic
由于信息技术的进步导致文本形式的多样化，对读写能力的理解必须扩大到包括各种意义生成模式，以便涵盖不同的社会、文化和物质背景。下面的案例研究考察了两名英语职前教师所持有的技术概念，这两名教师参加了一门旨在鼓励利用和整合技术变革用途的必修教育技术课程。定性的方法是为了建立一个详细的，内在的研究。跨案例分析表明，职前教师认为技术主要是一种实用工具，而不是一种变革工具。这些观念很大程度上受到他们个人技术经验的影响，并没有受到教育技术课程中所呈现的内容和/或理论的很大影响。对于更大的教师和教学研究界来说，本研究的重要方面包括试图从定性的、主观的角度传达职前教师对技术的概念，增加记录学习者对不断发展的信息技术的经验的教学叙述，并拓宽研究领域，以检查职前教师概念的知识基础，以及调查技术概念、分类、和分类。
Due to the variety of text forms that are being created as a result of improving information technologies, understandings of literacy must be broadened to include a variety of meaning‐making modes in order to include different social, cultural, and material contexts. The following case study examined the conceptions of technology held by two English preservice teachers enrolled in a required educational technology course designed to encourage the appropriation and integration of transformative uses of technology. Qualitative methodology was used in order to construct a detailed, intrinsic study. Cross‐case analyses established that the preservice teachers saw technology as a primarily utilitarian tool rather than a transformational one. These conceptions were greatly influenced by their personal experiences with technology and were not altered greatly by the content and/or theories presented in the educational technology course. For the greater teacher and teaching research community, significant aspects of this study include the attempt to relay preservice teachers’ conceptions of technology from a qualitative, emic perspective, to add to the body of pedagogical narratives recording learners’ experiences with evolving information technologies, and to broaden research fields that examine knowledge bases of preservice teacher conceptions as well as those that investigate technological conceptions, classifications, and categorizations.