Factors Influencing Preservice Teachers’ Readiness to Integrate Technology into Their Instruction
John Bansavich, University of San Francisco, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study researched the problem of preservice teachers' lack of readiness to integrate technology into their instruction. Using a quantitative and qualitative research design, this study investigated the factors influencing 68 preservice teachers' readiness to integrate technology over a one-year period. Correlations analyzed the relationships between personal attributes, teacher education program features, and student readiness. The results of this study suggest the significance of students' personal attributes as the strongest predictors of readiness to integrate technology into instruction. The program features (faculty modeling technology, constructivist classroom, electronic portfolio development, and program support) demonstrated only a small relationship with preservice teacher readiness. Only one program feature, student teaching, revealed a moderately strong relationship with readiness. Interviews conducted with faculty and administrators further supported the quantitative findings.
Bansavich, J. (2006). Factors Influencing Preservice Teachers’ Readiness to Integrate Technology into Their Instruction. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3311-3316). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/22603/.
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