Teacher Preparation as a Critical Factor in Elementary Teachers: Use of Computers
Cheryl Franklin, Boise 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
This paper will present findings from a quantitative study that examined the factors that influence elementary teachers' use of computers. The population consisted of recent graduates from the elementary teacher preparation program at the Curry School of Education, University of Virginia. The findings indicated that nearly all of the teachers felt either well or very well prepared to integrate technology into curriculum, and that they were able to overcome the typical barriers to computer use in elementary classrooms. The teachers overwhelmingly indicated that computers have considerable potential for allowing students to discover or construct ideas for themselves. Teacher preparation and philosophy was identified as an influential factor in the use of computers by the elementary teachers and their students. An additional finding indicated that electronic pedagogical content knowledge is a key factor to technology integration in curriculum.
Franklin, C. (2004). Teacher Preparation as a Critical Factor in Elementary Teachers: Use of Computers. 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. 4994-4999). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).