Technology Integration: Closing the Gap Between What Preservice Teachers are Taught To Do and What They Can Do
Swight Hare, Esther Howard, Margaret Pope, Mississippi State University, United States
Journal of Technology and Teacher Education Volume 10, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The digital divide exists not only between those who have technology and those who do not. A gap also exists between what we teach preservice teachers about technology and what we expect them to do with technology as classroom teachers. This gap is easily seen between the knowledge and skills preservice teachers have acquired through the required technology course, and the knowledge and skills they are expected to possess to successfully integrate technology in their elementary methods classes. This study was conducted with a group of 26 self-selected preservice teachers to examine this gap between teaching the use of technology and the use of technology in learning to teach. The study investigated whether the integration of technology practices into the elementary method courses for preservice teachers would positively influence their self-reported confidence levels in integrating specific technologies in elementary classrooms. Teaching preservice teachers how to integrate specific technologies into their teaching methods helped increase their level of confidence. The findings indicated that the opportunity for preservice teachers to be exposed to the technologies while learning teaching practices in their method courses and to see the technologies modeled by the faculty increased the preservice teachers' confidence level.
Hare, S., Howard, E. & Pope, M. (2002). Technology Integration: Closing the Gap Between What Preservice Teachers are Taught To Do and What They Can Do. Journal of Technology and Teacher Education, 10(2), 191-203. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
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Patrick Wachira, Cleveland State University, United States; Jared Keengwe & Grace Onchwari, University of North Dakota, United States
AACE Review (formerly AACE Journal) Vol. 16, No. 3 (July 2008) pp. 293–306
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