Learning Technology Integration From a Service

Background: Stand-alone educational technology courses have long faced the challenge of connecting preservice teachers to real-world problems of using technology for teaching and learning. Although many studies investigated the benefits of service-learning in teacher education, few were conducted in stand-alone educational technology courses. Purpose: This article reported the benefits and difficulties of a service-learning project that connected preservice teachers with authentic technology integration problems in K-12 classrooms. Methodology/Approach: Fifty-four undergraduate preservice teachers participated in this descriptive case study. They were guided to reflect on their learning related to technology integration through weekly problems/concerns survey and a final reflection survey. Semistructured interviews captured the salient aspects of preservice teachers’ experiences during the service-learning project. Findings/Conclusions: Preservice teachers valued the authenticity of the service-learning project because they could (a) apply their technology integration knowledge and skills to solve real-world problems and (b) explore resources and ideas relevant to teaching content in their subject areas. Challenges faced by preservice teachers are also discussed. Implications: Service-learning can create an authentic learning experience that connects technology integration with teaching content. Project orientation and feedback for appropriate technology options are the most valuable instructor supports