The Effect of Personal Learning Network Exposure on Pre-Service Teacher's Digital Resource Search Habits

Tracy Russo*, Jason Siko**
* Senior Online Design Consultant, Extended and International Operations, Ferris State University, USA.
** Associate Professor and Director of Accreditation, College of Education, Madonna University, USA.
Periodicity:September - November'2018
DOI : https://doi.org/10.26634/jsch.14.2.15152

Abstract

Teacher confidence with technology integration remains generally low over time, and teacher preparation programs have been tasked with supplying the education sector with teachers ready to implement an ever-changing toolkit of technologies. These efforts can be hampered by isolation of the traditional technology course and lack of field component. In this pilot study, the authors leverage students' personal experiences gained while creating a selfdeveloped Personal Learning Network (PLN) to build confidence and capabilities for searching appropriate web-based resources to include in a technology-infused lesson plan. Through two course iterations, framing PLN construction around internet searches of their final project resources was found to increase PLN and resource portal utilization, a course goal to improve the quality of selected resources over those found in more simplistic internet searches. Further iterations look to increase connections between assignments exploring technologies and integration into studentcreated lessons.

Keywords

Personal Learning Network, Technology Integration, Pre-service Teacher, Experiential Learning, Social Media, Teacher Beliefs, Teacher Confidence

How to Cite this Article?

Russo, T., and Siko, J. (2018). The Effect of Personal Learning Network Exposure on Pre-Service Teacher's Digital Resource Search Habits. i-manager’s Journal on School Educational Technology, 14(2), 12-23. https://doi.org/10.26634/jsch.14.2.15152

References

[1]. Adamy, P., & Boulmetis, J. (2006). The impact of modeling technology integration on pre-service teachers' technology confidence. Journal of Computing in Higher Education, 17(2), 100-120.
[2]. Alexander, C., Knezek, G., Christensen, R., Tyler-Wood, T., & Bull, G. (2014). The impact of project-based learning on pre-service teachers' technology attitudes and skills. Journal of Computers in Mathematics and Science Teaching, 33(3), 257-282.
[3]. Amalfitano, T. E. R. (2017). Preservice Teachers' Self- Efficacy, Intent to Use, and Technology Integration Descriptions: A Study of Technology Learning Experiences and Their Effects (Doctoral Dissertation, Michigan State University). Retrieved from https://eric.ed.gov/ ?id=ED582610
[4]. Buckenmeyer, J. A. (2010). Beyond computers in the classroom: Factors related to technology adoption to enhance teaching and learning. Contemporary Issues in Education Research, 3(4), 27-35.
[5]. Burke, P. F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2017). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education. 27(2),149-163.
[6]. Council for Accreditation of Teacher Preparation. (2016). The C AEP Standards. Retrieved from http://caepnet.org/standards/introduction
[7]. Crawford, C., Martin, S., & Tanguma, J. (2002). Higher education and technology integration into the learning environment: Results of a survey of teacher preparation faculty. In Society for Information Technology & Teacher Education International Conference (pp. 736-740). Association for the Advancement of Computing in Education (AACE).
[8]. Darling-Hammond, L., & Sykes, G. (1999). Teaching as the Learning Profession: Handbook of Policy and Practice. Jossey-Bass Education Series. Jossey-Bass Inc.
[9]. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the Profession. Journal of Staff Development, 30(2), 42-67.
[10]. Dede, C. (2011). Reconceptualizing technology integration to meet the necessity of transformation. Journal of Curriculum & Instruction, 5(1), 4-16.
[11]. Dirkx, J. M. (2006). Studying the complicated matter of what works: Evidence-based research and the problem of practice. Adult Education Quarterly, 56(4), 273-290.
[12]. Durak, H. Y. (2018). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education. Retrieved from https://doi.org/10.1007/s12528- 018-9200-6
[13]. Eifler, K. E., Greene, T. G., & Carroll, J. B. (2001). Walking the talk is tough: From a single technology course to infusion. The Educational Forum, 65(4), 366-375.
[14]. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
[15]. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
[16]. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
[17]. Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.
[18]. ESSA. (2015). Every Student Succeeds Act (P.L. 114-95). Retrieved from https://www.advocacyinstitute.org/ESSA/
[19]. Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148-171.
[20]. Goos, M. (2005). A sociocultural analysis of the development of pre-service and beginning teachers' pedagogical identities as users of technology. Journal of Mathematics Teacher Education, 8(1), 35-59.
[21]. Guoli, L., Jihua, S., Guoyu, L., Zhouxiu, W., Hua, Y., Geping, L., & Walls, R. T. (2007). Comparative study on technology preparation in teacher education: The U.S. and China. International Journal of Instructional Media, 34(3), 265-274.
[22]. Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory into Practice, 39(1), 50-56.
[23]. Hughes, J. E., Ko, Y., Lim, M., & Liu, S. (2015). Preservice teachers' social networking use, concerns, and educational possibilities: Trends from 2008-2012. Journal of Technology and Teacher Education, 23(2), 185-212.
[24]. International Society for Technology in Education (2017). ISTE-T Standards. Retrieved from http://iste.org/standards
[25]. Kay, R. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning, 23(5), 366-383.
[26]. Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional college students, Journal of College Reading and Learning, 41(2), 87-96.
[27]. Knowles, M. (1977). Adult learning processes: Pedagogy and andragogy. Religious Education, 72(2), 202-211.
[28]. Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
[29]. Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
[30]. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
[31]. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
[32]. Manago, A. M., Taylor, T., & Greenfield, P. M. (2012). Me and my 400 friends: The anatomy of college students' Facebook networks, their communication patterns, and well-being. Developmental Psychology, 48(2), 369-380.
[33]. Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan Culp, K. (2010). Connecting instructional technology professional development to teacher and student outcomes. Journal of Research on Technology in Education, 43(1), 53-74.
[34]. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
[35]. Mishra, P., & Koehler, M. J. (2009). Too cool for school? No way! Using the TPACK Framework: You can have Your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
[36]. Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. TechTrends, 53(5), 48-53.
[37]. Morrison, W. F., & Jeffs, T. L. (2005). Outcomes of preservice teacher's technology use. Assistive Technology Outcomes and Benefits, 2(1), 71-78.
[38]. Moser, Z. F. (2007). Strategic management of educational technology - the importance of leadership and management. Tertiary Education and Management, 13(2), 141-152.
[39]. National Center for Educational Statistics. (2009). Teacher's use of Educational Technology in U.S. Public Schools: 2009. Washington, DC: NCES.
[40]. O'Bannon, B. W., Beard, J. L., & Britt, V. G. (2013). Using a Facebook group as an educational tool: Effects on student achievement. Computers in the Schools, 30(3), 229-247.
[41]. Olofson, M. W., Swallow, M. J. C., & Neumann, M. D. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge. Computers & Education, 95, 188-201.
[42]. Pearcy, M. (2013). A year of reflection: The more things change. Contemporary Issues in Technology and Teacher Education, 13(4), 360-385.
[43]. Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863- 870.
[44]. Rosenberg, J. M., Terry, C. A., Bell, J., Hiltz, V., & Russo, T. E. (2016). Design guidelines for graduate program social media use. TechTrends, 60(2), 167-175.
[45]. Salomon, G., & Perkins, D. N. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In Sternberg, R.J., & Preiss, D. D. (Eds.) Intelligence and Technology: The Impact of Tools on theNature and Development of Human Abilities (pp. 71- 86). New York: Routledge.
[46]. Sandholtz, J. H., & Reilly, B. (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3), 487-512.
[47]. Schiebel, M. (2010). The not so digital divided: Bringing pre-service English teachers' media literacies into practice. Journal of Media Literacy Education, 2(2), 102- 112.
[48]. Siko, J. (2017). Holistic Technology Integration: The P4 Framework for Professional Development. Brownsville, TX: Anaphora Literary Press.
[49]. Smaldino, S. E., Lowther, D. L, & Russell, J. D. (2012). Instructional Technology and Media for Learning (10th Ed.). Boston, MA: Pearson.
[50]. Storandt, B. C., Dossin, L. C., Lacher, A. P. (2012). Toward an understanding of what works in professional development for online instructors: The case of PBS Teacherline. Journal of Asynchronous Learning Networks, 16(2), 121-162.
[51]. Strudler, N., & Hearrington, D. (2008). Quality support for ICT in schools. In Christensen, R., & Knezek, G. (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 579-596). New York: Springer.
[52]. Taylor, E. W., Dirkx, J. M., & Pratt, D. D. (2001). Personal pedagogical systems: Core beliefs, foundational knowledge, and informal theories of teaching. In Smith, R. O., Dirkx, J. M., Eddy, P. L., Farrell, P. L., & Polizin, M (Eds.). AERC rd 2002: Proceedings of the 42 Annual Adult Education Research Conference (pp. 393-398). East Lansing, MI: Michigan State University.
[53]. Vygotsky, L. S., (1978). Interaction between learning and development. In Mind in Society: The Development of Higher Psychological Processes (pp. 79-91). Cambridge, MA: Harvard University Press.
[54]. Williams, M. K., Foulger, T. S., & Wetzel, K. (2009). st Preparing preservice teachers for 21 century classrooms: Transforming attitudes and behaviors about innovative technology. Journal of Technology and Teacher Education, 17(3), 393-418.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.