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Examining Doctoral Students’ Formal and Informal Technology Education
PROCEEDINGS

, , , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Research has shown that the best way to have teachers learn to integrate technology into their classrooms is to have it modeled by faculty in their teacher preparation program. In order for this to happen, doctoral students need to learn how to integrate technology into the teacher education courses. This research is designed to examine how doctoral students learn to use technology and how they are being taught to integrate technology into teacher education. Twenty-four doctoral students and five teacher educators participated. Results indicate that the majority of the doctoral participants were self-taught and had little to no formal education on ways to integrate technology.

Citation

Sprague, D.R., Pierczynski, M. & Wills, T. (2013). Examining Doctoral Students’ Formal and Informal Technology Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1435-1440). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2019 from .

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