Preservice Teacher Perceptions of a Technology-Enriched Methods Course
Philip Molebash, San Diego State University, United States
CITE Journal Volume 3, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The existing gap between how we expect teachers to use technology and how they are actually using it has largely been blamed on schools and colleges of education (SCOEs). To address this concern it is recommended that SCOEs integrate technology throughout the entire preservice teacher experience by providing faculty models for effective technology integration. In particular these recommendations are focused on the core component of teacher training, teaching methods courses and their faculty. Although these recommendations appear to have face validity, they must be evaluated to ascertain their actual effect. This study investigates the role a technology-enriched elementary social studies methods course plays in preparing preservice teachers to integrate technology in their future teaching. Conditioned by their prior K-12 learning experiences, the pre-service teachers' misconceptions of social studies, social studies teaching and technology integration were positively changed as a result of the instructor's modeling of "constructivist" teaching methods which were enhanced by the use of technology.
Molebash, P. (2004). Preservice Teacher Perceptions of a Technology-Enriched Methods Course. Contemporary Issues in Technology and Teacher Education, 3(4), 412-432. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2004 Society for Information Technology & Teacher Education
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