Abstract—To understand teacher candidates’ use of technology while providing remedial instruction, we arranged field learning as part of a “Remedial Instruction” course. There were 11 participants. Data were collected from classroom observation journals, lesson plans and instructional materials, debriefing meeting records, reflective reports, and focus group interviews. The results indicate that teacher candidates’ use of technology was influenced by their prior teaching experience, and that they often imitated the way in which the experienced remedial teacher used in class. Electronic presentations and videos were used most frequently. Through field learning, teacher candidates became more concerned about the main purpose of remedial instruction as well as the effectiveness of their technology use in class. Moreover, an expectation of technology use was made from “teacher presentation” to “facilitating students’ self-learning” in the future. At the end, relevant suggestions are provided to enhance teacher candidates’ abilities regarding the use of technology in remedial instruction.
Index Terms—Field learning, remedial instruction, teacher preparation, technology integration.
Ya-Fung Chang and Chia-Ling Hsu are with Center for Teacher Education, Tamkang University, New Taipei City, Taiwan (e-mail: email@example.com, firstname.lastname@example.org).
Wei-Nian Chen is with the Department of Chinese Literature, Tamkang University, New Taipei City, Taiwan (e-mail: email@example.com).
Tzu-Ting Wang is with Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Ya-Fung Chang, Chia-Ling Hsu, Wei-Nian Chen, and Tzu-Ting Wang, "Teacher Candidates’ Use of Technology in Remedial Instruction at a Junior High School," International Journal of Information and Education Technology vol. 9, no. 1, pp. 35-40, 2019.