The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

Abstract

The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the development of different course delivery systems and the exposure to concepts such as flipped classrooms and electronic portfolios have extended the use of mainstream technology into new instructional applications. The ongoing evolution of technology hardware, software, and instructional applications has numerous educational implications. In an effort to understand the implications of the evolving landscape of technology in education we examined the responses of 52 preservice teachers to determine their confidence with, perceptions of, and intentions for using instructional technology to teach and learn. Our research revealed a potential misalignment between the participants' comfort, perceptions, and intentions for using technology for teaching and learning. Implications and ideas for further research are discussed. www.sciedu.ca/ijhe

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-graduate Teacher Education Programs in the Netherlands

“…In agreement with earlier research (e.g., Tondeur et al, 2012) positive attitudes toward technology seem to be a crucial factor in explaining differences in technology use. In contrast to other studies (cf., Nadelson et al, 2013), the findings of the current study did not support the crucial role of both self-efficacy and facilitating conditions for the use of technology in teaching.…”

“…The latter refers to the use of tablets, smartphones, social media, games, and simulations. This notion aligns with recent research on pre-service teachers' perception of the use of instructional teachnology for teaching and learning (cf., Nadelson, Bennett, Gwilliam, Howlett, Oswalt, & Sand, 2013). In many ways, students learned more about technology in teaching during their practice in secondary schools than at the teacher education institution.…”

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

“…Although contemporary pre-service teachers have grown up in environments with various digital technologies, they still lack the ability and skill to use technology in classroom contexts. They struggle to integrate pedagogy, content, and technology into their teaching, and lack support and role models (Nadelson et al, 2013). Thus, numerous studies have been conducted to address this problem through the development of TPACK among pre-service teachers (Alayyar, Fisser, & Voogt, 2012;Bilici, Guzey, & Yamak, 2016;Koh & Divaharan, 2011;Tokmak, 2015).…”

Pioneers in Unknown Territory: Teacher Perceptions and Use of Non-Conventional Instructional Tools

“…Other indicators of propensity, such as perceptions of constructivist learning may not be useful, as teachers tend to indicate they hold perceptions of student centered practices (such as constructivism) but in reality tend to engage in teacher-centered curriculum and instruction (Cuban, Kirkpatrick, & Peck, 2001). Thus, the potential misalignment between students' needs, teacher perceptions, and teacher practice (Baylor & Ritchie, 2002;Ertmer, 1999;Nadelson et al, 2013) provides justification for focusing on teacher perception, practice, and knowledge related to the use of technology as indicators of their educational philosophy and propensity to engage in educational innovations.…”