"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

No presider for this session.

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

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.