Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology

Abstract

This study, framed as a qualitative study (Merriam, 2009; Stake, 2005), examined the technology preparedness and technology application of pre-service teachers during their practicum experiences in the field. The study followed three pre-service teachers at a Midwestern university who were enrolled in a semester-long practicum course for teaching secondary English/Language Arts. Methodology included collection and analysis of the following: TPACK survey; individual interviews of the pre-service teacher focal cases, educational technology faculty, and university practicum supervisor; focus group; classroom technology blog; artifacts from the field; and educational technology course syllabus analysis. The comprehensive study record (Patton, 2002) provided a storied landscape for focused analysis. The study found that how the pre-service teachers applied their technology knowledge and skills to the field depended upon the following: the individual attitudes of the pre-service teacher and cooperating teacher toward classroom control and technology integration, the cooperating teacher's ability to integrate technology in the classroom, and the technology available in the field placement classroom. The study also found the university teacher education program provided the focal students with a foundation for cursory technology integration; however, it did not consistently infuse technology with content area teaching. It should not be assumed that Millennial pre-service teachers know how to automatically integrate technology with pedagogy and content knowledge in a meaningful manner. Pre-service teachers must understand the importance of methodical planning for technology in content area teaching, see the need to implement it, and view themselves as competent in this fusion. In order to help prepare them for the twenty-first century classroom, pre-service teachers need preparation and experience in considering and practicing the merging of digital technologies with pedagogical content and instruction.