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

Laffey, J.M. and Espinosa, L.M.

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 of an entire teacher education program supported by the National Science Foundation. The study addresses how preservice teachers become socialized to the role of teaching and how they develop as technology using teachers in a technology-rich, teacher education program. This article presents intensive case studies from their freshman to their senior years of two early childhood preservice teachers. 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.

Cite as: Laffey, J.M. and Espinosa, L.M. (2003). Appropriation, Mastery and Resistance to Technology in Early Childhood Preservice Teacher Education: Case Studies. In Proc. Young Children and Learning Technologies. Selected papers from the International Federation for Information Processing Working Group 3.5 Open Conference, Melbourne, Australia. CRPIT, 34. Wright, J., McDougall, A., Murnane, J. and Lowe, J., Eds. ACS. 77-82.

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