Understanding preservice teachers’ perceptions of service-learning when teaching educational technology to students with exceptionalities

Abstract

Service-learning can be an important component in a students’ overall learning while going through a program of study at a college or university. Particularly, preservice teachers may be able to take a service-learning experience and re-create a similar experience in K-12 classrooms, further extending the ideals of civic engagement for their students. During an educational technology class in the spring of 2021, preservice teachers worked at an inclusive, state accredited private school as part of a required service-learning component. Preservice teacher candidates worked with middle and high school students, many of whom were identified with a disability, preferably referred to as an exceptionality. Prior to engaging in activities with K-12 students, preservice teachers were introduced to floor-robots and virtual reality environments during class. After gaining necessary skills and a greater awareness of how to incorporate educational technology into a learning environment, they were then required to teach high school students how to use the education technology devices. Over the course of the semester, preservice teachers wrote three reflections centered on service-learning and educational technology, including a pre-reflection, a midway reflection, and a post-reflection. Three independent researchers, using a thematic analysis approach, analyzed the data prior to meeting as a group to identify overarching themes and sub-themes. Some of the overall themes included: positive growth, beneficial, and increased pedagogical application. Results were surprising and promising, both for service-learning as an engaging pedagogical tool, and for the future of educational technology in learning environments.