{"id":1170,"date":"2021-10-27T00:19:56","date_gmt":"2021-10-27T04:19:56","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1170"},"modified":"2021-10-27T00:19:56","modified_gmt":"2021-10-27T04:19:56","slug":"1170","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1170","title":{"rendered":""},"content":{"rendered":"\n<p>Bergeson, K. &amp; Beschorner, B. (2020). Modeling and scaffolding the technology integration planning cycle for pre-service teachers: A case study. <em>International Journal of Education in Mathematics, Science and Technology (IJEMST)<\/em>, <em>8<\/em>(4), 330-341. <a rel=\"noreferrer noopener\" href=\"https:\/\/www.ijemst.net\/index.php\/ijemst\/article\/viewFile\/1031\/230\" target=\"_blank\">https:\/\/www.ijemst.net\/index.php\/ijemst\/article\/viewFile\/1031\/230<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;This\u00a0 case\u00a0 study\u00a0 explored\u00a0 pre-service teachers&#8217; (PSTs)\u00a0 efforts\u00a0 to\u00a0 consider\u00a0 the integration\u00a0 of\u00a0 digital\u00a0 technology\u00a0 as\u00a0 they\u00a0 learned\u00a0 to\u00a0 use\u00a0 their\u00a0 developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison &amp; Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group\u00a0 work,\u00a0 and\u00a0 discussed\u00a0 meaningful\u00a0 technology\u00a0 integration.\u00a0 The\u00a0 findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b)\u00a0 could\u00a0 align\u00a0 their\u00a0 pedagogy\u00a0 to\u00a0 their\u00a0 use\u00a0 of\u00a0 a\u00a0 digital\u00a0 tool,\u00a0 and\u00a0 (c)\u00a0 believed that\u00a0 integrating\u00a0 technology\u00a0 was\u00a0 important.\u00a0 Further,\u00a0 four\u00a0 of\u00a0 the\u00a0 PSTs\u00a0 were observed\u00a0 during\u00a0 their\u00a0 field\u00a0 experience.\u00a0 Each\u00a0 used\u00a0 digital\u00a0 tools\u00a0 to\u00a0 support literacy goals. However, based on reflections\u00a0 from the\u00a0 overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a\u00a0 digital tool that\u00a0 would support a\u00a0 literacy goal, struggled to know\u00a0 how\u00a0 to overcome\u00a0 obstacles,\u00a0 and\u00a0 had\u00a0 a\u00a0 difficult\u00a0 time\u00a0 using\u00a0 technology\u00a0 in\u00a0 a\u00a0 way\u00a0 that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Bergeson, K. &amp; Beschorner, B. (2020). Modeling and scaffolding the technology integration planning cycle for pre-service teachers: A case study. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(4), 330-341. https:\/\/www.ijemst.net\/index.php\/ijemst\/article\/viewFile\/1031\/230 Abstract: &#8220;This\u00a0 case\u00a0 study\u00a0 explored\u00a0 pre-service teachers&#8217; (PSTs)\u00a0 efforts\u00a0 to\u00a0 consider\u00a0 the integration\u00a0 of\u00a0 digital\u00a0 technology\u00a0 as\u00a0&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1170\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[160,513,562],"coauthors":[2301],"class_list":["post-1170","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-case-study","tag-preservice-teachers","tag-technology-integration","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1170"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1170\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1170"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1170"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1170"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}