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| Author | : Joseph R. Freidhoff |
| Publisher | : |
| Total Pages | : 390 |
| Release | : 2009 |
| Genre | : Education, Higher |
| ISBN | : |
| Author | : Jennifer Heather Gawronski |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
Teacher education programs recognize the impact of technology’s rise on the process of learning to teach. Prior studies have examined both the effectiveness of specific digital tools and contextual factors in shaping preservice teachers’ technology use in classrooms (focusing largely on teacher educators’ technology selections, the locations and durations of tool use, and learning outcomes); but little is known about preservice teachers’ own technology preferences or the unique ways they leverage digital tools to support their learning in and across teacher education program settings and to enhance their students’ learning. I therefore employed a sociocultural approach to study teacher learning: a year-long qualitative investigation, with interview, observation, survey, and visually-based data, designed to discover how a sample of six preservice teachers from a secondary teacher education program used established digital practices and new technical skills to develop relationships, acquire knowledge, and gain practical experience. The six participants brought diverse personal histories of technology use into their teacher education program influenced by family, friends, and colleagues who helped shape early technology use behaviors, which in turn affected how they used technologies to support their academic needs and their students’ learning. In selecting and using what they perceived to be helpful and appropriate technology during their teacher education program, the participants negotiated both external factors (availability of technology, participation expectations, and assignment parameters) and internal factors (personal values, goals, and preferences). The preservice teachers developed novel sequences of devices and applications to achieve complex goals and these sequences became familiar routines to support ongoing learning. The preservice teachers exercised agency to implement new tools (and integrate them with preexisting tools in their environments) that further empowered them to search for relevant information, engage with course content, connect with peers and mentors, create structures for planning and teaching, and respond effectively to students. My findings should help teacher education programs and teacher educators understand the influences of preservice teachers’ unique prior histories with digital technologies so that they can better support these future teachers in identifying and adopting the technologies they require to effectively engage in both learning and teaching.
| Author | : Beverly J. Funkhouser |
| Publisher | : |
| Total Pages | : |
| Release | : 2011 |
| Genre | : Educational technology |
| ISBN | : 9781124782171 |
Research suggests that teachers with more constructivist, student-centered beliefs use technology in more frequent and meaningful ways (Ertmer, 2005; Wang, 2002). Many preservice teachers, however, enter their teacher education programs with teacher-centered beliefs established during their twelve years as students in traditional classrooms (Calderhead & Robson, 1991; Lortie, 1975). The purpose of this Executive Position Paper (EPP) was twofold. First, it examined preservice teachers' initial beliefs and ideas with regard to the role of technology in teaching and learning. Second, it looked at specific technology-integrated pedagogical strategies and their potential to help preservice teachers shift from a traditional instructional approach to a more constructivist, student-centered mindset. The work reported in the EPP was conducted in the context of an introductory educational technology course for elementary preservice teachers. Qualitative data sources were used to gain a better understanding of preservice teacher (n=27) beliefs and the ways in which those beliefs changed throughout the duration of the course. Data sources included pre and post course drawings on the role of technology-using teachers, written drawing reflections, and a reflective blogging assignment. Pre and post-course drawings were analyzed using a Student Drawing Rubric (adapted from Park & Ertmer, 2007). Participants' reflective blogging assignments were open coded and analyzed to determine recurring themes. Findings suggest that preservice teachers enter their training programs with traditional, teacher-centered beliefs about the use of technology and the roles of technology-using teachers and students. These findings are consistent with research suggesting that preservice teachers base their initial teacher belies on their "apprenticeship by observation" (Lortie, 1975) as K-12 students. Analysis of post- course drawings, however, indicated that participants' beliefs began to shift from largely teacher-centered to more mixed teacher- and student-centered. Technology use showed the largest shift, while teacher roles changed the least. Analysis of the reflective blogging assignment suggested that participants reflected predominantly on how technology can provide opportunities for students, teachers and parents to collaborate. To a lesser extent, participants reflected on how technology can enhance teaching and learning. Long-term change in preservice teacher beliefs is unlikely to occur in a six-week course. Providing beginning preservice teachers the opportunity to examine and reflect on their images of teaching, however, can be an important step in this evolution (Keren-Kolb & Fishman, 2006). Recommendations are made for future course instructors and schools of education.
| Author | : Keengwe, Jared |
| Publisher | : IGI Global |
| Total Pages | : 442 |
| Release | : 2019-11-15 |
| Genre | : Education |
| ISBN | : 1799814629 |
With widespread testing and standards-driven curriculum and accountability pressure in public schools, teachers are expected to be highly skilled practitioners. There is a pressing need for college faculty to prepare current and future teachers for the demands of modern classrooms and to address the academic readiness skills of their students to succeed in their programs. The Handbook of Research on Literacy and Digital Technology Integration in Teacher Education is an essential academic publication that provides comprehensive research on the influence of standards-driven education on educators and educator preparation as well as the applications of technology for the preparation of teachers. Featuring a wide range of topics such as academic success, professional development, and teacher education, this book is essential for academicians, educators, administrators, educational software developers, IT consultants, researchers, professionals, students, and curriculum designers.
| Author | : Sarah Parker Southall |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : |
The purpose of this mixed-method study was to investigate digital native preservice teachers' self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants' technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with a portion of the respondents, and a document review of course materials and lesson plans. Twenty-one preservice students, enrolled in the second to last semester of a teacher preparation program, at a small mid Atlantic university during the fall, 2011 semester participated. The quantitative portion involved the online administration of the Technology Integration Survey at the beginning and at the conclusion of the field placement experience. For the qualitative portion, nine participants were purposefully selected for interviews in an effort to more fully understand participants' experiences and how these experiences impacted their self-efficacy beliefs about technology integration during the semester. In order to triangulate the data, results of the quantitative phase of the study were then compared with the results from the qualitative phase of the study. The findings of this mixed-method study suggested that digital native preservice teachers' self-efficacy beliefs to integrate technology into their teaching improved slightly over the course of the semester. In addition, a strong relationship was found between participants' Post-Test Technology Skills scores and Post-Test Self-Efficacy scores, indicating that an increase in technology skills corresponded with an increase in self-efficacy (r = .684, p = 0.001). Qualitative results pointed to mentor support, time, and access to technology during their field placement experiences as factors for integrating technology into their instruction. Additionally, results indicated that participants had access to and spent a considerable amount of time on computers every day. They were proficient with basic technologies but reported lower proficiency with more difficult technologies. Yet, results also suggested that, while this group of digital native preservice teachers has grown up in the digital age, their practice and, more importantly, their fundamental understanding of integrating technology into their instructional practices was limited.
| Author | : Sharon L. Peterson |
| Publisher | : |
| Total Pages | : 340 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : |
This quantitative research study identifies the problem solving strategies pre-service teachers use in learning specific technology skills within an educational technology methods class which is offered both online and face to face. It also examines how such strategies differ by the format of this course, and to what extent these strategies and/or course format correlate with the students' expressed level of confidence and competence to integrate the technology into their future classroom settings. The study utilizes data extracted from surveys of over 1,500 students who had taken the educational technology methods course via online or face-to-face format during one of nineteen (19) different semesters at Western Michigan University. Results revealed more the 85% of the students in both the face-to-face and online sections felt, after completing EDT 3470, the technology methods course, believed they are competent to either integrate technology into their teaching or teach technology to others. However, a significant difference was found with more online students feeling they were able to teach others each of the technology skills, while more face-to-face students felt they would integrate those skills into their teaching. Eighty-five percent (85%) of both the face-to-face and online students left EDT 3470 with technology confidence. A small difference was found between course formats with face-to-face students slightly more confident than the online students. In reporting overall problem solving skills used while taking the course, students in the face-to-face course either waited for assistance from their instructor or went to a peer for assistance, and online students chose to discover an answer through the trial and error method or through further reading. However, when asked what problem solving skills were used for specific tasks, results reveal the majority students from both formats used the trial and error method. Further investigation revealed the use problem solving skills, especially using the trial and error method, can predict whether a student will feel competent or confident to integrate technology into their curriculum or teach it. Moreover, course format, online or face-to-face can predict whether more students will feel competent or confident after completing the course.
| Author | : Marina Gurbo |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
Mostly, research in the area of technology integration into teacher education has focused upon institutional efforts that addressed external barriers to technology adoption. Although external barriers can be significant obstacles to achieving technology integration, internal barriers, such as teaching philosophies and beliefs, may reduce or magnify their effects (Ertmer et al., 1999; Miller & Olson, 1994). Addressing teaching philosophies and beliefs seems to be necessary, since there is evidence that if technology becomes a part of these beliefs, it is more likely to be incorporated into teaching (Becker & Riel, 2000). The purpose of this thesis research was to identify whether faculty teaching philosophies and beliefs determined how teacher education faculty model use of technology to pre-service teachers. The study findings present two case studies of six faculty members' use of technology in elementary math and literacy methods courses in the teacher training program at a Midwestern university. The three mathematics faculty members form one case and the three literacy faculty members form the second case. The findings from this study suggest that the faculty teaching philosophies and beliefs may explain how they used technology in their courses. The faculty, who participated in this study, demonstrated that their teaching philosophies and beliefs determined how they made technology-related decisions, such as the selection of technology tools, structure of activities, and students' engagement with technology. Moreover, their modeling use of technology for teaching elementary math and literacy was consistent with what they saw as the core ideas of their teaching philosophies and what they believed about teaching and learning. The findings also suggest the internal factors or barriers, such as faculty teaching philosophies and beliefs about technology use in their content area, may become more important and may affect faculty responses to external barriers, such as lack of access, lack of technology skills, etc.
| Author | : Michael Jay Nelson |
| Publisher | : |
| Total Pages | : 191 |
| Release | : 2020 |
| Genre | : Educational technology |
| ISBN | : |
Recently, the United States Department of Education and the main accreditation body of teacher education in the US have called for new teachers to be prepared to effectively use technology upon graduation. To accomplish this, the literature emphasizes targeting their beliefs about technology's value and their abilities to use it. Until now, studies focused on changing these beliefs have largely explored classroom interventions rather than the effect of an entire teacher education program. Furthermore, the traits of the teacher educators and the actions of mentor teachers in the field are often overlooked, with the focus emphasizing specific approaches to technology integration training.
| Author | : |
| Publisher | : |
| Total Pages | : 328 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : Hua Bai |
| Publisher | : |
| Total Pages | : 8 |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
This study explored teacher educators' pedagogical beliefs and technology uses in relation to preservice teachers' pedagogical beliefs and attitudes toward technology. Correlation and regression analysis were conducted to answer the research questions. The results revealed some relationships between the teacher educators' beliefs and their uses of technology. In addition, it was found that the teacher educators' learnercentered beliefs could influence the preservice teachers' learner-centered beliefs. The requency that the teacher educators had the preservice teachers use technology in both constructivist and traditional way could influence the preservice teachers' attitudes toward technology.
