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Transitions: Instructional Technology Acquisition and Adaptation by Pre-Service and Practicing Teachers
PROCEEDINGS

, , University of Kansas, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Researchers and practitioners agree on the need for quality instructional technology experiences for preservice teacher education students (Wetzel, 1993; Davis, 1993; Smith, Smith, & Boone 2000). If these new teachers are to be effective at using instructional technology with their students, they must have appropriate experiences and instruction. While students can receive exposure to technology in a variety of courses, the majority of their experience still comes from an instructional technology course offering. Even with increased levels of exposure to technology in teacher preparation programs, there is a need to increase proficiency in incorporating instructional technology throughout the curriculum. Little research exists to support whether or not preservice students retain a significant amount of their acquired skills and strategies for integrating technology as they begin their careers.

Citation

Colorado, J. & Smith, S. (2003). Transitions: Instructional Technology Acquisition and Adaptation by Pre-Service and Practicing Teachers. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1098-1101). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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