Appropriation, Mastery and Resistance to Technology in Early Childhood Preservice Teacher Education

Abstract This report describes how early childhood preservice teachers appropriate, master, and/or resist learning to use technology in teaching. The data collected were part of a three-year study supported by the National Science Foundation of an entire teacher education program to investigate how preservice teachers (PSTs) become socialized to the role of teaching and how they develop as technology using teachers in a technology-rich teacher education program. The article presents survey data from all the students in the program, focus group and interview data with a cohort of early childhood PSTs, and intensive case studies with two early childhood PSTs with data from their freshman to their senior years. The findings suggest that the pathway to appropriation of technology as a teacher is not uni-dimensional and has a varying set of contributors and constraints.

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