摘要：Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} The purpose of this study was to understand how first-semester, pre-service teacher education students understand the concept of innovation including its role in promoting students’ learning and development. Participants included 51 (46 Female, 5 Male) students enrolled in an introductory educational psychology course. As part of this course, opportunities were integrated to explore educational technologies and the role technologies play in learning and development. Qualitative data were drawn from a culminating philosophy of teaching statement and journal entries students generated as part of the normal class routine. In this paper we describe emergent themes identified across participants’ understandings of technology (e.g. shared conceptions) and individual differences in pre-service teachers understandings of innovation (e.g. unique conceptions). Finally, we present a grounded model of pre-service teachers’ perceptions of innovation. Findings are discussed in terms of the larger contexts of pre-service teacher education and technology adoption in k-12 settings.
