Abstract:

There is a tendency among pre-professional teachers to forego implementation of technologies into their classrooms once they are full time practicing teachers. This session explores the concept of teaching technology workarounds as a means to fuel lasting technology commitment, and ultimately in-service use.

Pre-professional teachers’ learning of technology skills and integration is oftentimes plagued by discouraging technology glitches. Personal goal setting is influenced by self-appraisal of capabilities (Bandura, 1993, p. 118). If the technology use is perceived to be too complicated by the future elementary educator, the commitment to technology integration wanes among some students who view traditional teaching of the “3 Rs” as their primary job (Arnold & De Vito, 2009). Lack of student technology use in the K-12 classrooms, and the time demands placed upon pre-service teachers may support this assertion. With the percentage using the Internet approaching 80% and the time online surpassing seventeen hours per week, we are fostering a trend toward virtual learning experiences (VLE) over the more traditional computer-based software (CBS) use. Whether one utilizes the VLE or the CBS approach, technological “glitches” are guaranteed. For VLE it is non-connectivity or reduced speed, whereas CBS users encounter runtime and drivers issues. People naturally try to reduce disequilibrium, an imbalance between what is understood and what is encountered, and restore balance (Slavin, 2009). Outside of the classroom when the instructor is not present some students are overwhelmed by this imbalance.

In order to ensure that more students attain equilibrium with regards to solving technology-related problems, various workaround alternatives were examined. In response to dissent of students each semester who vowed to use technology only because it was required, and that it probably wouldn’t be revisited in their future teaching, alternate approaches to glitch-prone technology projects were explored using various hardware devices, and Web 2.0, Free and Open Source Software applications. Student perceptions in a blended, spring 2009 Educational Technology course indicated that students, if given easily manageable alternatives, would be more likely to integrate technology into their future classrooms.

References:
Arnold, S.D., & De Vito, D. (2009). Electronic portfolios in teacher education: Does sequence matter? In A.M. Vilas, A.S. Martin, J.M. Gonzalez, & JA.M. Gonzalez (Eds.), Research, Reflections and Innovations in Integrating ICT in Education: Vol. 1 (pp. 649-653). Badajoz, Spain: Formatex.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Slavin, R.E. (2009). Educational psychology: Theory and practice. Upper Saddle River, NJ: Pearson.

Keywords:

web 2, 0, technology, education, open source, free, software, foss, workarounds.