Teacher Centered Paradigms in Candidates’ Perceptions of Technology and Literacy Instruction
PROCEEDINGS
Donna Wake, University of Central Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study explores teacher education candidates’ perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology’s ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.
Citation
Wake, D. (2013). Teacher Centered Paradigms in Candidates’ Perceptions of Technology and Literacy Instruction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4559-4564). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/48843/.
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