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ERIC Number: EJ1076330
Record Type: Journal
Publication Date: 2013-Jun
Pages: 26
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0735-6331
Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program
Hughes, Joan E.
Journal of Educational Computing Research, v48 n4 p491-516 Jun 2013
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation. Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies, and moderate constructivist philosophy. During their preparation, productivity software activities were used most widely for educational purposes. Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision-making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development. Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A