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Main presenter
Dr. Hisae MATSUI
Princeton University Princeton United States
Presenter [2]
Dr. Momoyo SHIMAZU Kansai University
Presenter [3]
Presenter [4]
Presenter [5]
Presentation details
Presentation title
The impact of virtual exchange on pre-service teachers’ beliefs on the use of technology in education
Presentation abstract
As we all witnessed during the COVID-19 pandemic, technology has come to play an integral role in education, offering a range of possibilities that would not have been possible without it. However, not many pre-service teachers (PSTs) necessarily have experience using technology in education, neither as students nor as teachers. Therefore, experiencing using technology in education is desirable for PSTs, who are expected to teach in a world with more advanced technology. Mishra and Koehler (2006) proposed a theoretical model called "Technological Pedagogical Content Knowledge (TPACK)," which describes teachers' competencies for successfully teaching with technology. TPACK introduces the relationships and the complexities between all three basic components of knowledge (technology, pedagogy, and content) (Mishra & Koehler, 2006). Using the TPACK framework, this study examines transitions of PST’s beliefs on the use of technology in education after experiencing various virtual exchanges with learners in the project. In this semester-long project, the PSTs in foreign language education from a Japanese university and Japanese language learners from an American university were connected virtually. The virtual exchange activities for PSTs were as follows: 1) getting to know the learners via Flipgrid exchange, 2) observing Japanese classes on Zoom, 3) one-on-one teaching on pronunciation, and 4) in-class teaching on Zoom. An anonymous online survey on elements of TPACK (Schmid, Brianza, Petko, 2020) was distributed both at the beginning and the end of the semester, and then the results were compared to examine the transitions of their beliefs. On average, none of the differences between the results before and after the semester in the elements are statistically significant; however, upon closer examination of each PST, some of the PSTs, in fact, show a decline in their scores while the other PSTs show improvements. The comments from the survey indicate that those who showed a decline realized the difficulty in teaching in general as well as using technology in education as they experienced them. On the other hand, those who showed an improvement had a skeptical view toward technology use in education at first; however, the view has changed to a positive one after experiencing them first-hand. Furthermore, the results also indicate that although there was no uniform tendency in the transition of TPACK scores, all the PSTs considered they were valuable learning experiences. Some of them have even gained the perspective of a teacher for the first time. These findings reveal that virtual exchange activities may have different impacts on the beliefs on technology use in the education of PSTs, and yet they all made new worthwhile discoveries in their preparation in becoming a teacher.
Original submission
Pre-service teachers’ beliefs, TPACK
Students' perspectives
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Submitted: Monday, 19 July 2021, 3:41 AM
Modified: Monday, 19 July 2021, 3:41 AM
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