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A 2004 Perspective: Problems that affected and promoted technology integration during the practica experiences of preservice social studies teachers
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, North Carolina Central University, United States ; , , North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This study identified factors that promoted and hindered technology integration during the practica experiences of preservices social studies teachers. The case study studies the findings of two classes of preservice teachers enrolled in a social studies course in consecutive years, Fall 2002 and Fall 2003. The findings from the 2002 class identified 12 factors that promoted technology integration and 13 factors that hindered technology integration during their practica experiences. The study show that though universities are making great strides to teach preservice teachers how to integrate technology, public schools are not quite prepared to handle these new "techno-structors." The study shows that if more social science courses involved meaningful uses of technology, more preservice teachers would utilize technology to effectively teach content. This study supports the research that preservice teachers with positive attitudes towards technology use technology in teaching

Citation

Bull, P., Alibrandi, M. & White, S. (2004). A 2004 Perspective: Problems that affected and promoted technology integration during the practica experiences of preservice social studies teachers. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4758-4763). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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