| This study is a qualitative study of five preservice teachers as they attempt to integrate computer-facilitated learning in their instructional practices. The integration of computer-facilitated learning is explored through a computer-mediated action research approach; which is both a method and a phenomenon. The study emerged after a review of pertinent research on preservice teacher education and computers and recognition of the lack of detail in the literature concerning preservice teacher development in computer education. Such detail is needed if educators are to deal with the ever-changing nature of information technology and the curricula and thus be able to offer appropriate assistance.;A computer-mediated action research approach, which combined face-to-face meetings, online conferences, collection of computer-facilitated learning experiences, and surveys were used to gather data over a one-year period to describe five cases. The case studies recount preservice teachers' reflections as they integrated computers into their classroom programs and were based on data gathered through the online conference, two focus group meetings and two surveys. For each case, I used the action research framework to chronicle their experiences and reflections. Their use of computer-facilitated learning included a variety of applications and related issues including, the Internet, multimedia applications, equity and computers in schools, and computer-based reading programs. Key messages that the participants voiced included the importance of a collaborative network of teachers at the host school and at the site of teacher education courses, the role of diversity in computer-mediated environments, the need for balance between computer skills and computer applications, and the need to see computer-facilitated learning activities modeled. Hence, this study has significant implications for those concerned with preservice teacher education and growth of preservice teachers in the area of computer-facilitated learning. |
