A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into Their Courses and Student Feedback on Technology Proficiency

Autor/inn/en	Teclehaimanot, Berhane; Mentzer, Gale; Hickman, Torey
Titel	A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into Their Courses and Student Feedback on Technology Proficiency
Quelle	In: Journal of Technology and Teacher Education, 19 (2011) 1, S.5-21 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Teaching Methods; Standards; Preservice Teacher Education; Educational Technology; Technology Integration; Computer Uses in Education; Comparative Analysis; Student Surveys; Teacher Educators; Student Teaching; Teacher Attitudes; Student Attitudes; Interviews; Ohio + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Computernutzung; Schülerbefragung; Teacher education; Education; Lehrerbildung; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	Results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized, Midwestern university are compared to account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. Also considered were College of Education requirements and National Council for Accreditation of Teacher Education standards with regard to technology integration within teacher preparation programs. It was determined that the policies of the College as displayed through faculty perceptions and actions were producing students who were competent in the use of technology, but who were not then integrating technology during their student teaching at the level expected by the College. A lack of confidence in integrating technology and a lack of understanding of the benefits of technology integration to student learning were found to be contributing to the discrepancy. Refocusing the technology portion of the teacher education program on training and practice in appropriately integrating technology to enhance learning was recommended. (Contains 1 note and 2 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10