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Survey of Instructional Technology Courses for Preservice Teachers
Article

, , Iowa State University, United States

Journal of Technology and Teacher Education Volume 8, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Most teacher preparation programs offer one course in which preservice teachers are to develop their basic technology skills. If innovative pedagogy is the goal (of technology use in the classroom), the single instructional technology course may not effectively prepare preservice teachers to meet this goal. Knowledge of the format, content, and emphasis of the formal technology instruction preservice teachers receive is imperative for establishing technology expectations for fu-ture teachers; furthermore, such knowledge will provide in-sight into the status of instructional technology within schools of education. The preparation of preservice teachers to effectively use instructional technology is contingent, in part, on the basic attitudes and skills preservice teachers de-velop with regards to instructional technology. In this article the results of a survey of instructional technology courses at 88 teacher preparation institutions are presented. Descriptive statistics of the course format, content, and instructional em-phasis are reported. Data analysis indicated that in the intro-ductory instructional technology courses significantly more emphasis was placed on integrating instructional technolo-gies into the curriculum than on using technologies for teacher productivity or personal use.

Citation

HSU, Y.S. & HARGRAVE, C.P. (2000). Survey of Instructional Technology Courses for Preservice Teachers. Journal of Technology and Teacher Education, 8(4), 303-314. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved November 18, 2019 from .

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