Teachers play a critical role in classrooms as they are in a unique position to demonstrate or facilitate model use of a tool, as they orchestrate disciplinary learning. In this project, I explore how teachers learn to use tools to support student learning.
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Building on Shulman's Model for Pedagogical Reasoning and Action (MPRA), I explored how preservice teachers made technology integration decisions after learning about different tools. In this project, I examined how authentic learning unfolded in a particular context, how different contexts might hsape authentic learning experiences, and how one might caputre such contextual learning.
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Jung, J., Lu, Y., & Ding, A. (2021). How do prompts shape preservice teachers’ reflections? A case study in an online technology integration class. Journal of Teacher Education. https://doi.org/10.1177/00224871211056936 [5yr IF: 6.356]
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Jung, J., Ding, A., Lu, Y., Leftwich, A., & Glazewski, K. (2020). Is digital inequality a part of preservice teachers’ reasoning about technology integration decisions? American Behavioral Scientist, 64(7), 994-1011. https://doi.org/10.1177/0002764220919141 [5yr IF: 3.686]
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Jung, J., & Ottenbreit-Leftwich, A. (2020). Course-level modeling of preservice teacher learning of technology integration. British Journal of Educational Technology, 51(2), 555-571. https://doi.org/10.1111/bjet.12840 [IF in 2022: 4.929]