Abstract
There is a scarcity of adequate K–12 school sites to serve as field-experience placements where preservice candidates can observe, let alone practice, lessons involving technology integration (Wetzel, Zambo, & Buss, 2000). Although technology-in-education courses have positive effects on preservice candidates’ attitudes toward using technology, these improved attitudes are limited when preservice candidates are unable to apply learned strategies in their field experiences (Strudler, McKinney, & Jones, 1998). This exploratory design experiment examines a field-based project where faculty members and preservice candidates collaborated to implement a problem-centered, technology-integrated curriculum. Preservice candidates’ reflections on what they learned about themselves, teaching, young learners, and technology integration are compared with similar reflections from preservice candidates who completed a less-structured field experience.
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