Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17122
Title: 
Engaging preservice teachers in reflexive practice: Developing embodied understanding of technology integration
Authors: 
Keywords: 
Preservice teachers
Reflexive practice
Technology-enhanced pedagogy
Video annotation tool
Issue Date: 
Apr-2011
Citation: 
Paper presented at the American Educational Research Association (AERA) Annual Meeting, New Orleans, Louisiana, 8-12 April 2011
Abstract: 
This paper reports the qualitative findings of a two-year study aimed at investigating the process and impact of video technology-aided and researcher-guided reflection on seven preservice teachers’ learning to teach with information technology (IT). Video technology and guided reflection could afford the participants to develop their embodied understanding about technology-enhanced pedagogy and positively impact their future actions. However, dialogic understanding from guided reflection was found most crucial for preservice teachers to unsettle previously held assumptions, reconstruct new understandings, and consequently could prepare
them to be thoughtful for future actions. Implications for teacher education are discussed.
URI: 
Website: 
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