Send them out strong: Preparing new teachers to integrate technology well
Abstract: This study reviewed teacher perceptions and practices of technology integration. A main focus was on the level of efficacy experienced. Along with comfort level in using technology, topics included tools chosen, support provided, and lesson alignment with the Triple E Framework. Participants (n=674 of 5743, 12%) are typically graduates of the teacher preparation programs in the primary researcher’s sphere of influence. Results showed that teachers saw themselves as proficient in using technology for preparation and presentation of course materials. They felt efficacious to plan lessons that aligned with the Triple E Framework, but they were not satisfied with the quality of the professional development provided. However, qualitative comments revealed less confidence to use technology effectively in a classroom, citing the need for more training in tools, strategies, standards, and frameworks. Specifically, teachers asked for examples, local support, more equipment, resources, and leadership that understands and supports best practices in technology integration. A basic review of this study informs teacher education programs regarding ways to prepare new teachers to be technology leaders in their schools. Findings of this study corroborate previous studies, noting that preservice training should include more knowledge in tools and apps, instructional strategies, standards, and frameworks.