TY - GEN
T1 - Technology entanglements of pre-service teachers
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Weidler-Lewis, Joanna
AU - Wooten, Michelle
AU - McDonald, Scott
N1 - Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - Teacher education is increasingly of interest to the Learning Sciences. Also of interest to LS are the use, integration, and roles of technology in learning. We present initial findings of an empirical study examining the intersection of technology and teacher education. We view learning as a socio-material process of identity development in which the material and the social are entangled to mutually constitute the becoming of persons. We employ the concept of 'coherence' to analyze the ways in which pre-service teachers are positioned by, interact with, and experience technology both in their field placement sites and in their teacher education program by analyzing interview data of different constituencies related to teacher education. Our findings show that definitions of technology shape how constituencies see the role of technology in learning and where they believe technological expertise resides. Such views are consequential for the social and material organization of teacher learning.
AB - Teacher education is increasingly of interest to the Learning Sciences. Also of interest to LS are the use, integration, and roles of technology in learning. We present initial findings of an empirical study examining the intersection of technology and teacher education. We view learning as a socio-material process of identity development in which the material and the social are entangled to mutually constitute the becoming of persons. We employ the concept of 'coherence' to analyze the ways in which pre-service teachers are positioned by, interact with, and experience technology both in their field placement sites and in their teacher education program by analyzing interview data of different constituencies related to teacher education. Our findings show that definitions of technology shape how constituencies see the role of technology in learning and where they believe technological expertise resides. Such views are consequential for the social and material organization of teacher learning.
UR - http://www.scopus.com/inward/record.url?scp=85102861602&partnerID=8YFLogxK
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M3 - Conference contribution
AN - SCOPUS:85102861602
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 2257
EP - 2260
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -