Learning Technology Integration From a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems

• Published in: The Journal of experiential education Vol. 41; no. 3; pp. 261 - 276
• Main Authors: Jia, Xiaokai, Jung, Jiyoon, Ottenbreit-Leftwich, Anne
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2018; Association for Experiential Education
• Subjects: Appropriate Technology; Authentic Learning; Educational Technology; Elementary Secondary Education; Preservice Teacher Education; Preservice Teachers; Semi Structured Interviews; Service Learning; Student Teacher Attitudes; Student Teachers; Student Teaching; Teacher education; Teacher Education Programs; Teacher Improvement; Teaching; Technology Integration; Undergraduate Students; World Problems; service-learning; teacher education; technology integration
• ISSN: 1053-8259; 2169-009X
• DOI: 10.1177/1053825917738269

Background: Stand-alone educational technology courses have long faced the challenge of connecting preservice teachers to real-world problems of using technology for teaching and learning. Although many studies investigated the benefits of service-learning in teacher education, few were conducted in stand-alone educational technology courses. Purpose: This article reported the benefits and difficulties of a service-learning project that connected preservice teachers with authentic technology integration problems in K-12 classrooms. Methodology/Approach: Fifty-four undergraduate preservice teachers participated in this descriptive case study. They were guided to reflect on their learning related to technology integration through weekly problems/concerns survey and a final reflection survey. Semistructured interviews captured the salient aspects of preservice teachers’ experiences during the service-learning project. Findings/Conclusions: Preservice teachers valued the authenticity of the service-learning project because they could (a) apply their technology integration knowledge and skills to solve real-world problems and (b) explore resources and ideas relevant to teaching content in their subject areas. Challenges faced by preservice teachers are also discussed. Implications: Service-learning can create an authentic learning experience that connects technology integration with teaching content. Project orientation and feedback for appropriate technology options are the most valuable instructor supports.