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Barriers to Teaching with Technology for Alternative Certification Teachers
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, , , University of North Texas, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined the technology skills of 278 pre-service teachers as they entered and exited a required, technology infused, introductory special education course. The major finding was that alternative certification teacher candidates generally entered and exited required teacher coursework with much less technology proficiency than traditional undergraduate or graduate teacher preparation candidates. Although alternative certification candidates greatly improved their skills during coursework, exit-level skills were typically still below traditional certification candidates. The implications are that teacher preparation institutions should not abandon their basic computer applications courses as long as significant pockets of novice technology users remain in the teacher preparation system.

Citation

Tyler-Wood, T., Knezek, G. & Christensen, R. (2004). Barriers to Teaching with Technology for Alternative Certification Teachers. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3209-3214). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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Cited By

View References & Citations Map
  • Measuring 21st Century Skills in Technology Educators

    Rhonda Christensen & Gerald Knezek, University of North Texas, United States; Curby Alexander, Texas Christian University, United States; Dana Owens, University of Texas Arlington, United States; Theresa Overall, University of Maine Farmington, United States; Garry Mayes, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1130–1136

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