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ERIC Number: EJ876902
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 34
From Preservice to Inservice Teaching: A Study of Technology Integration
Wright, Vivian H.; Wilson, Elizabeth K.
Journal of Computing in Teacher Education, v22 n2 p49-55 Win 2005-2006
This study examines how social studies preservice teachers use pedagogical and technological applications and skills employed during their teacher education program, specifically the methods block. Data were collected from the methods course experience through student teaching and then through case study research with first-year teachers. Results indicate that technology skills and processes learned were transferred through time; however, expectations for teaching with technology and perceived challenges of doing so were complex. Participants in the study were more likely to emulate what "they were taught" than to apply individual creative technology integration plans. Common barriers to using technology in the classroom identified in the literature (Berson, 1996; Whitworth & Berson, 2003; Butler & Sellborn, 2002) were present; however, the researchers believe there is a need to enhance teacher education programs and teacher induction programs to include diverse technology integration experiences, and specifically, creative ideas to address barriers of using technology in the classroom and increasing the ability to think outside the box.
Descriptors: Student Teaching, Methods Courses, Teacher Education Programs, Technology Integration, Educational Technology, Case Studies, Beginning Teachers, Transfer of Training, Technology Uses in Education, Use Studies, Teacher Surveys, Pretests Posttests, Teaching Experience, Skill Analysis
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: email@example.com; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Authoring Institution: N/A