Abstract :
National agencies advocate the use of field experiences to help prepare teachers
to integrate technology in their classrooms. However, prospective teachers
often fail to synthesise the integration of technology with the complexities of
teaching during such experiences. This study suggests teacher inquiry, a
strategy for helping educators systematically and intentionally study their own
practice, provides important benefits for prospective teachers participating in
curriculum-based, technology-enhanced field experiences.
Specifically, this study explores whether or not engagement in teacher inquiry
can promote conceptual change related to teaching with technology. Thirteen
inquiries conducted by prospective teachers in six elementary schools were
analysed and one instrumental case was identified. The case exemplifies how
curriculum-based, technology-enhanced field experiences and teacher inquiry
may coalesce to support conceptual change for prospective teachers. In fact,
the marriage of curriculum-based, technology-enhanced field experiences and
teacher inquiry embodies research-based conditions necessary for conceptual
change.
Teacher inquiry is widely recognised and supported in the general teacher
education literature yet its use by prospective teachers in curriculum-based,
technology-enhanced field experiences is novel. This exploratory study
highlights its potential and encourages further research into its usefulness as
a tool to prepare the next generation of teachers to be effective technologyusing
educators.
