ABSTRACT

The use of technology affords opportunities for prospective teachers to engage in actions that are proximal to the work of teaching. The authors designed a task in which prospective teachers (n = 95) at four institutions created an animation or depiction of a classroom scenario using one of two technology platforms: GoAnimate or LessonSketch. They used a convergent mixed-methods design in which qualitative findings were quantitised and then examined statistically to determine what technological aspects prospective teachers used to create their approximations of practice, as well as how they perceived platform use. Findings indicate that the perception of being fun, having a learning curve and being difficult to use statistically affected evaluation. Two technological aspects also had a significant effect on perception: mathematical representation and altered visual field. Findings imply that prospective teachers’ experiences with technology use, coupled with how they use the tools, impact their appraisal of the platform.

摘要

技术的使用为未来的教师提供了参与与教学工作相近的行动的机会。作者设计了一项任务，其中四个机构的准教师 ( n = 95) 使用以下两个技术平台之一创建动画或课堂场景描述：GoAnimate 或课程草图. 他们使用了聚合混合方法设计，其中量化了定性发现，然后进行了统计检查，以确定未来教师使用哪些技术方面来创建他们的实践近似，以及他们如何看待平台使用。调查结果表明，有趣的感觉、学习曲线和难以使用统计影响评估。两个技术方面也对感知产生了重大影响：数学表示和改变的视野。调查结果表明，未来教师在技术使用方面的经验，以及他们如何使用工具，会影响他们对平台的评价。