Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas

Abstract

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006 Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.[Crossref], [Web of Science ®] , [Google Scholar]), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

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