"We're Just Expected to Know How": Unpacking Pre-service Teachers' Beliefs About Technology Integration

ID: 52126 Type: Brief Paper
  1. David Mulder, Dordt College, United States

Friday, March 30 11:50 AM-12:10 PM Location: Edison C View on map

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Abstract: Today's pre-service teachers are generally considered to be technologically savvy and well-suited for teaching with technology However, research suggests that that novice teachers are no better at technology integration than their more experienced colleagues How do pre-service teachers perceive their abilities to teach with technology? And how do they perceive these abilities developing? This paper reports a case study conducted at a private comprehensive college in the upper Midwest region of the United States Utilizing a convergent parallel mixed-methods design incorporating both a survey as well as semi-structured interviews, this study examines a particular teacher preparation program, and how the pre-service teachers in that program perceive their self-efficacy for technology integration Notably, this teacher preparation program does not include a stand-alone technology course, which makes it fairly unique The results of this study indicate that pre-service teachers generally feel confident in their abilities to teach with technology, but also feel a sense of pressure to be effective in technology integration The results also suggest that there are specific actions teacher educators can take to support pre-service teachers in developing the knowledge and skills required for teaching with technology


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