The Role of Guiding Principles in Pre-Service Teachers' Conceptualization and Utilization of Technology

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dc.contributorLawrence, Sandraen_US
dc.contributorBinder, Katherineen_US
dc.contributorWilson, Lucasen_US
dc.contributor.advisorReilly Carlisle, Lenoreen_US
dc.contributor.authorHopson, Sarahen_US
dc.date.accessioned2011-02-16T13:47:25Z
dc.date.available2011-02-16T13:47:25Z
dc.date.gradyear2010en_US
dc.date.issued2011-02-16
dc.date.submitted2010-07-11 22:23:17en_US
dc.description.abstractAlthough research demonstrates the positive impact of technology integration on K-12 student learning, it also indicates a lack of effective teacher preparation in technology. This study examined the efforts of an undergraduate teacher education program to address this inconsistency and improve the technological preparation of its students through the introduction of five guiding principles: Appropriateness, Fluency, Ethics, Evaluation, and Application. A cohort of 13 undergraduate pre-service teachers completed two surveys, a weekly reflection journal, and a curricular unit while student teaching and engaging in ongoing professional development. The guiding principles were found to be a helpful framework within which the pre-service teachers could observe and undertake technology integration in the classroom.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.description.sponsorshipMathematicsen_US
dc.identifier.urihttp://hdl.handle.net/10166/756
dc.language.isoen_USen_US
dc.rights.restrictedpublic
dc.subjecttechnologyen_US
dc.subjectteacheren_US
dc.subjecteducationen_US
dc.titleThe Role of Guiding Principles in Pre-Service Teachers' Conceptualization and Utilization of Technologyen_US
dc.typeThesisen_US
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke Collegeen_US

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