When curriculum‐based, technology‐enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?

Abstract

Abstract National agencies advocate the use of field experiences to help prepare teachers to integrate technology in their classrooms. However, prospective teachers often fail to synthesise the integration of technology with the complexities of teaching during such experiences. This study suggests teacher inquiry, a strategy for helping educators systematically and intentionally study their own practice, provides important benefits for prospective teachers participating in curriculum‐based, technology‐enhanced field experiences. Specifically, this study explores whether or not engagement in teacher inquiry can promote conceptual change related to teaching with technology. Thirteen inquiries conducted by prospective teachers in six elementary schools were analysed and one instrumental case was identified. The case exemplifies how curriculum‐based, technology‐enhanced field experiences and teacher inquiry may coalesce to support conceptual change for prospective teachers. In fact, the marriage of curriculum‐based, technology‐enhanced field experiences and teacher inquiry embodies research‐based conditions necessary for conceptual change. Teacher inquiry is widely recognised and supported in the general teacher education literature yet its use by prospective teachers in curriculum‐based, technology‐enhanced field experiences is novel. This exploratory study highlights its potential and encourages further research into its usefulness as a tool to prepare the next generation of teachers to be effective technology‐using educators.