Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice teachers’ use of digital learning tools. To address this gap, an inquiry was conducted to better understand teachers’ early fieldwork experiences in informal science contexts and the use of formative assessment technologies. Researchers used a mixed methods design to examine how early field experiences might support authentic and robust opportunities for teachers in training. Results suggested that technology-focused early field experiences can serve as confirmatory events for preservice teachers, afford them opportunities to apply theory and content knowledge to practice, and contend with issues related to technology integration, instructional planning, classroom management, and even attendance within an informal context. Findings could be used to improve the design of early field experiences for preservice teachers, and facilitate the scaffolding of the opportunities to help them better integrate technologies into those experiences.
Associated Projects
TEAM MEMBERS
Jamie Cornish
Co-Principal Investigator
Montana State University
Irene Grimburg
Author
Montana State University
Citation
ISSN
:
1528-5804
Publication Name:
Contemporary Issues in Technology and Teacher Education
Volume:
17
Number:
2
Page Number:
250-267
Funders
NSF
Funding Program:
AISL
Award Number:
1423561
Funding Amount:
$250,000
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