ERIC Number: ED475944
Record Type: Non-Journal
Publication Date: 2002-Jun
Reference Count: N/A
Experience Counts: Comparing Inservice and Preservice Teachers Technology-Integration Decisions.
Palacio-Cayetano, Joycelin; Schmier, Stephanie; Dexter, Sara; Stevens, Ron H.
This study of 67 preservice and 67 inservice teachers' performances on computer-based scenarios, prompting instructional decision-making and using embedded assessment, illustrates differences in how experienced and novice teachers make technology integration decisions. The major findings that emerged from the comparative analysis of novice and expert teachers' exploration of the scenario and essay responses to its central question are that: (1) Inservice teachers addressed significantly more key elements of educational technology integration and implementation principles; (2) Inservice teachers' essay responses were more focused on the use of technology as a learning tool and the importance of professional development while preservice teachers emphasized neutral topics such as the ubiquitous nature of computers and access to hardware and software; and (3) Both inservice and preservice teachers rarely mentioned assessment in their justifications. These results suggest that the teaching experiences of the inservice teachers influence their justifications for decisions. (Contains 11 references, 5 figures, and 1 table.) (Author)
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Attitudes, Decision Making, Educational Technology, Inservice Teacher Education, Preservice Teacher Education, Preservice Teachers, Problem Solving, Professional Development, Teacher Attitudes, Teachers, Technology Integration
For full text: http://confreg.uoregon.edu/necc2002/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A