Preservice teachers’ perceptions of technology during a Massive Open Online Course
PROCEEDINGS
Kristine Pytash, Richard Ferdig, Kent State University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: The purpose of this study was to investigate 29 preservice teachers’ perceptions of integrating technology into the English language arts classroom before and after participating in a Massive Open Online Course (MOOC) focused on teaching in the 21st century. The study specifically examines how preservice teachers’ (1) felt technology related to English language arts instruction, (2) the extent they felt students benefit from integrating technology into the language arts classroom, and (3) their overall stance towards technology for English language arts instruction. Results indicated that engagement in the MOOC influenced preservice teachers’ perceptions that technology benefits students in English language arts classrooms.
Citation
Pytash, K. & Ferdig, R. (2014). Preservice teachers’ perceptions of technology during a Massive Open Online Course. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2006-2007). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/131083/.
© 2014 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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