Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations

Autor/in	Ntuli, Esther
Titel	Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations
Quelle	In: International Journal of Information and Communication Technology Education, 14 (2018) 3, S.41-54, Artikel 4 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/IJICTE.2018070104
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Educational Technology; Technology Education; Technological Literacy; Technology Integration; Least Squares Statistics; Regression (Statistics); Teacher Surveys; Teaching Skills; Transfer of Training; Teaching Methods; Pedagogical Content Knowledge; Preservice Teacher Education; Age; Teaching Experience; Qualitative Research; Statistical Analysis; Likert Scales; Idaho + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtsmedien; Technisch-naturwissenschaftlicher Unterricht; Technisches Wissen; Regression; Regressionsanalyse; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Alter; Lebensalter; Qualitative Forschung; Statistische Analyse; Likert-Skala
Abstract	This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01