Preservice teachers’ blogging: collaboration across universities for meaningful technology integration

Abstract

The purpose of this study was to explore technology integration by preservice teachers (PSTs) through collaborative blogging between two universities. Researchers aimed to learn more about the ways PSTs apply and integrate technology into classrooms. As digital natives, many PSTs assume that because they already know how to use technology personally, they can also teach using technology. However, learning to integrate technology effectively in educational settings is a challenge. This two-phase qualitative study analyzed blogging between PSTs (n = 83) enrolled in elementary teacher education courses in two different regions of the United States. Data sources included anecdotal records, PST blog post and replies, PST and elementary student technology project artifacts, and questionnaires. The data revealed three themes related to technology integration by PSTs: (1) collaborating in an online community expanded professional learning, (2) PSTs demonstrated shifts in purposes, use of digital tools, and self-efficacy when learning to integrate technology, and (3) blogging served as a conduit for meaningful technology use. Findings show that collaboration through blogging with peers outside the walls of a university classroom was a catalyst for meaningful technology integration.