Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program

Allsopp, David; McHatton, Patricia Alvarez; Cranston-Gingras, Ann

doi:10.1177/0888406409346144

Cited by 21 publications

(19 citation statements)

References 6 publications

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“…In their study, teachers found laptop with multimedia capability allowed them to make more use of visual materials and promoted students' understanding and interest. Our results also parallel the findings from Allsopp's [16] survey that examined perceptions of integrating technology in a teacher education program. The result of the survey suggested that pre-service teachers' self-perception of their ability to use technology for teaching increased.…”

Section: The Way 1:1 Computing Changes Preservice Teachers' View On Tsupporting

confidence: 82%

Pre-service Teachers’ Perspectives on One-to-one Computing: A Mixed Method Study

Xiao¹,

Chen²

2014

EAI Endorsed Transactions on e-Learning

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This study aims at exploring pre-service teachers' perspectives on one-to-one (1:1) computing in teaching and learning. It gathered data regarding various aspects of 1:1 computing from 145 pre-service teachers at a public university in USA. Both quantitative and qualitative methods were applied in data analysis. Findings show that pre-service teachers consider the use of 1:1 computing in the classroom changes interactions between instructors and students. The positive influence includes enhanced communication and providing medium for presenting materials. Significant difference was found in time spent using 1:1 computing in varied types of settings (F(3,576)=37.70, p<.05). In addition, pre-service teachers believe that technology can influence teaching in a positive way; the use of 1:1 computing increases engagement and facilitates knowledge transfer.

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Section: The Way 1:1 Computing Changes Preservice Teachers' View On Tsupporting

confidence: 82%

Pre-service Teachers’ Perspectives on One-to-one Computing: A Mixed Method Study

Xiao¹,

Chen²

2014

EAI Endorsed Transactions on e-Learning

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“…Evidently, teachers' self‐efficacy beliefs regarding technology integration have been known to predict their intentions to use technology (Anderson & Maninger, ; Oliver & Shapiro, ; Wang et al, ). Extensive empirical research has documented the critical links between preservice teachers' technology self‐efficacy and their intentions to integrate technology into their future classrooms (Anderson, Groulx, & Maninger, ; Banas & York, ), attitudes toward technology integration (Allsopp, McHatton, & Cranston‐Gingras, ; Rehmat & Bailey, ), and technology acceptance and satisfaction (Holden & Rada, ).…”

Section: Introductionmentioning

confidence: 99%

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

et al. 2019

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The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed-methods study explores the effectiveness of a mobile technology-based physics curriculum, Exploring Physics, on preservice elementary teachers' technology self-efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hardcopy version of a similar curriculum. Data sources included a technology self-efficacy survey administered as pre-and posttests, focus group and individual interviews with 24 participants at two time points, weekly classroom observations, and artifacts. Data analyses included repeated measures analysis of variance and posthoc t tests with Bonferroni adjustments and grounded theory techniques.The results showed significant positive changes in the experimental group participants' technology self-efficacy.In contrast, there was a significant decrease in the comparison group participants' technology self-efficacy.

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“…More recently, colleges of education have intensified their efforts to integrate technology directly into methods courses, giving students the opportunity to carry out what they have learned (Allsopp, McHatton, & Cranston-Gingras, 2009). Due to this effort, teacher candidates may show signs of gains in technology comfort levels, but this does not necessarily translate into effective technology use within lesson plans (Mayo & Kais, 2005).…”

Section: Teacher Technology Preparation In Pre-service Trainingmentioning

confidence: 99%

Administrator Insights, Evaluation, and Support of New Teacher Use of Educational Technology

Donnelly

Kyei-Blankson²

2014

JET

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Since the advent of educational technology educators have been faced with the challenge of transforming instruction with the goal of providing significant experiences that match 21 st century learner needs. While training and professional development have been offered to help prepare teachers, research suggests the continued existence of a digital divide even among new teachers who move from the pre-service stage into the classroom. This is a cause for concern. The question is what are administrators' thoughts on this issue and what types of educational resources and support are provided to help new teachers in order to help them feel more ready to integrate technology in their teaching when they enter into school employment? The purpose of this qualitative study is to explore principals' insights on new teacher preparedness to integrate technology and examine the ways in which schools are providing support to help novice instructors meet the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers. The results of this study have implications for the training of teachers, and the development and implementation of school and district-wide technology initiatives that promote and support teacher use of educational technology in teaching and learning.

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Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program

Cited by 21 publications

References 6 publications

Pre-service Teachers’ Perspectives on One-to-one Computing: A Mixed Method Study

Pre-service Teachers’ Perspectives on One-to-one Computing: A Mixed Method Study

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

Administrator Insights, Evaluation, and Support of New Teacher Use of Educational Technology

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