Image of Self as Teacher Mediated by Computer Technologies in Learning to Teach
Thomas, Laurie Jeanne
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https://hdl.handle.net/2142/80220
Description
Title
Image of Self as Teacher Mediated by Computer Technologies in Learning to Teach
Author(s)
Thomas, Laurie Jeanne
Issue Date
1997
Doctoral Committee Chair(s)
Renee Clift
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
Educational researchers are just beginning to explore the perhaps unique ways that students and teachers use the Internet and other computer technologies and for what purposes. Although helping teachers use technology well may be the most important step to helping students, there are almost no hard data on the impacts of technology on teachers; research has focused primarily on the implications of technology use for classroom students. Through qualitative methodologies, including intensive in-depth interviews, ethnographic observation, and document analysis, images of self as teacher for secondary mathematics teacher education students' as mediated by computer technologies in the process of learning to teach are explored. In the context of a full year of data collection, four case studies portray the perceptions and experiences of secondary mathematics preservice teachers in their growth as teacher in the context of computer mediated technologies in learning to teach. A computer-saturated curriculum changes the ways that some preservice teachers view their role as educator and as a consequence, changes their interactions with students. Implications for teacher education programs incorporating computer technologies, including issues of equity and how students perceive the ways in which technologies will change their role as classroom teacher, are offered. Results from this study are linked to three national organizations and their standards in relation to teacher preparation: National Council of Teachers of Mathematics (NCTM), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the International Society for Technology in Education (ISTE).
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