Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children

Education stakeholders across the globe continue to call for teachers to learn how to incorporate technology into their teaching. Yet, incorporating new technology into teacher training programs is quite difficult and does not necessarily lead to teachers developing the skills and beliefs required to implement such technology into their classrooms. Thus, there is a need for teacher educators to better understand how their students conceptualize and implement such technology into their teaching. The study examined in this article addresses this issue by examining how a sample of preservice teachers conceptualized incorporating iPads into their current and future teaching of children.