Transformation or Resistance? A Case Study of Pre-Service Teachers Engaged in Technology Integration

This case study examined the context of one social studies methods course and its use of technology in instruction. The purpose was to determine to what extent pre-service teacher views and practice transformed to embrace technology use in their own teaching. The lens of Transformative Learning Theory (Mezirow, 2012) was used to analyze and describe the results of this embedded single case study. Results suggest that some transformation of beliefs occurred among participants, but that more sustained exposure and experience is needed for practice to change.

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