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Modeling technology integration courses: Current Practice & Recommended Directions
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, , , University of Wyoming, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports the findings of a study conducted on pre-service teachers enrolled in a teacher preparation course at a major rocky mountain university. Analysis of variance and regression analysis techniques were used to examine the relationship between pres-service teachers' intentions to use technology in their future classroom and their computer experiences and learner characteristics. Findings indicate that learner characteristics- birth order, major and gender, significantly influence pre-service teachers' intent to use technology while age does not matter. The study also indicates that pre-service teachers' intent to use technology increases with their computer experience, which was measured as the number of computer-based courses enrolled and number of hours spend on computers per week by a pre-service teacher, but after a particular level of experience, intent actually starts declining. This finding can be very helpful in effectively designing the technology integration courses for pre-service teachers.

Citation

Jain, P., Cochenour, J. & Jain, S. (2008). Modeling technology integration courses: Current Practice & Recommended Directions. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3359-3363). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from .

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