Home PublicationsJRTEPast IssuesVolume 35 Number 3

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. Lynne Schrum, University of Georgia
formerly Journal of Research on Computing in Education

Volume 35 Number 3 Spring 2003

Preservice Teachers: Are We Thinking with Technology?
Aaron Doering
Joan Hughes
Doug Huffman
University of Minnesota

Abstract
This study sought to understand how a group of preservice teachers, before and after participating in an innovative technology component of a teacher preparation program, envisioned the use of technology within their future classroom. Secondly, this study sought to understand preservice teachers’ ability to identify content-based technology uses for their anticipated teaching position, after completion of student teaching. The results showed that preservice teachers developed, to a limited extent, a “thinking with technology” perspective. Issues that pertained to the limited development of this perspective in the majority of the participants included: (a) the role of cooperating teachers, (b) the availability of technology integration models, (c) the participants’ abilities to generate technology-supported lessons, (d) instructional approaches to technology integration, and (e) their inclination to teach technology-supported lessons without a thorough understanding of the technology.

Contributors
Aaron Doering is a lecturer in the Instructional Systems and Technology department in the College of Education and Human Development at the University of Minnesota. His research focus is on the use of technology to enhance learning within K­16 classrooms. Most recently, he has focused on developing and researching geographic information systems, hypermedia, and online learning environments. He received his PhD in instructional systems and technology from the University of Minnesota and his MS degree in Geography from Minnesota State University, Mankato. Joan E. Hughes is an assistant professor in the Instructional Systems and Technology department in the College of Education and Human Development at the University of Minnesota. Her research focuses on K­16 technology integration. At the K­12 level, she examines the learning processes of practicing teachers who have integrated technology into their subject matter instruction. At the post-secondary level, she examines how such innovative learning environments contribute to the learning of subject matter. Professor Hughes received her BA in English from Pomona College, after which she taught elementary school in California for several years. She then completed her PhD in educational psychology with emphasis on cognition and technology at Michigan State University. Dr. Huffman is an assistant professor in science education in the Department of Curriculum and Instruction at the University of Minnesota. He holds a PhD in Science Education from the University of Minnesota, a MEd in Education from Harvard University, and a BS degree in Civil Engineering from Stanford University. He has published numerous articles on science education in journals such as the Journal for Research in Science Teaching and Science Education. Huffman is also a member of the National Association for Research in Science Teaching, and an editorial board member of the Journal for Research in Science Teaching. Doug Huffman is now at the Department of Teaching and Leadership, University of Kansas, Lawrence, Kansas.

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Contact
Aaron Doering
Department of Curriculum and Instruction
University of Minnesota
Minneapolis, MN 55455
adoering@umn.edu

Copyright © 2003, ISTE (International Society for Technology in Education). All rights reserved.