Visual methods as a window into teacher cognition and technology Integration

Abstract

While it is widely recognized that educational technology can enhance student learning and achievement, there are still questions about how to prepare teachers to make best use of these affordances (Kessler, 2021). Teachers’ beliefs and knowledge play a vital role in how technology is integrated. Using teacher cognition as a theoretical framework and mind maps as a data source, this study examines the impact of a stand-alone CALL course on graduate teaching assistants’ and undergraduate pre-service teachers’ cognition in regard to teaching with technology. The results reveal highly variable cognitive development and represent a reorganization of pre-service teachers’ views of technology for teaching second languages.