Examining the technological development of preservice and novice teachers : cross-sectional case studies of teachers in a one-to-one laptop-infused teacher preparation program
MetadataShow full item record
The goal of this study was to explore technology experiences from a preservice teacher preparation program that requires every preservice teachers and instructors to own a laptop. The participants were a) preservice teachers who were in the program and b) novice teachers who are the program graduates. The setting of this study was a preservice teacher preparation program that involves one-to-one computing throughout in a college of education in a large southwestern university. The research conducted a cross sectional case study. Two preservice teachers across the first, second, and third semesters of the program and two novice teachers in the first year of teaching participated in this research. Various data sources were collected with: a) technological skills and attitude survey, b) related documents such as lesson plans, assignments and school documents, c) observation, and d) interviews. Results of this study showed each participant’s learning environment, technology experiences and technology skills, attitudes and knowledge. All preservice teachers mutually had media cart, instructors’ laptops, students’ laptops, and wireless internet in university classes, and had innovation station, teachers’ computers, printer, telephone, students’ computers, headsets and wireless internet in PK-6 school classes. Throughout the program, university instructors mutually required Email, word processing and electronic submission of assignments to the preservice teachers. The instructors mutually modeled using PowerPoint and Learning Management System (LMS). Preservice teachers in the first semester mutually used video creation, preservice teachers in the second semester used Email and LMS, and preservice teachers in the third semester mutually used search engine, PowerPoint and innovation station. All participants’ technology attitudes were overall positive. Most of the preservice teachers’ technology knowledge was rated accepting level, except Neal, one of the preservice teachers in the third semester, who was rated adapting level. Novice teachers mutually had innovation station, web conferencing devices and students’ laptops in their school. Both of the novice teachers experienced barrier of technology integration due to the necessary devices were already checked out. The novice teachers mutually used innovation station, had overall positive technology attitudes and had technology knowledge at the accepting level. The results led six discussion issues, including a) alignment of technological infrastructure, b) accessibility of technologies, c) limited exposure to technological activities, d) preservice teachers’ technology skills, e) technology experiences from the program and preservice teachers’ technology attitudes, and f) programmatic impact on novice teachers.
Showing items related by title, author, creator and subject.
Technology integration and novice teachers : looking at technology use of novice teachers in the context of their first year of teaching Abate, Lisa Marie (2006-08)The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content ...
Preparing 21st century teachers : the relationship of technology integration, digital equity, and the preparation of new teachers Dholakia, Gloria Gonzales (2013-05)This study aimed to understand the relationship between (a) student teachers' conceptions of classroom technology use and digital equity and (b) the teacher education programs in which they study. This mixed method study ...
Understanding perspectives of teachers in Thailand towards information and communication technologies integration in the classroom Wattanawaha, Benjaporn (2011-05)The purpose of this research is to explore Thailand teachers’ perspectives towards the integration of ICTs into the teaching and learning process in order to better understand how teachers use technology for classroom ...