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Modeling Digital Work and Learning: Preservice Teachers’ Digital Proficiencies and Teacher Education
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Author(s): Mei Wu Hoyt (University of North Texas, USA)
Copyright: 2014
Pages: 14
Source title:
Transforming K-12 Classrooms with Digital Technology
Source Author(s)/Editor(s): Zongkai Yang (Central China Normal University, P. R. China), Harrison Hao Yang (State University of New York at Oswego, USA & Central China Normal University, P. R. China), Di Wu (Central China Normal University, P. R. China)and Sanya Liu (Central China Normal University, P. R. China)
DOI: 10.4018/978-1-4666-4538-7.ch015
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Abstract
This chapter compares preservice teachers’ knowledge, skills, and their pedagogical use of digital technologies in the areas of Web 2.0, multimedia production, and online collaboration. Preservice teachers in a large public university participated in the survey; the results show mixed findings and significant correlations between their pedagogical uses in the three research areas. In-depth interviews were conducted to examine these subjects' knowledge, digital production, and online collaboration both in and out of the classroom in order to identify the digital tools and resources they applied during their student teaching, as well as to understand how they perceived their teacher preparation coursework's impact on their digital competence and proficiency. Recommendations for educating 21st-century teachers and modeling digital-age teaching practices are provided in this chapter.
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