Does participation in technology workshops affect preservice K-12 teachers’ perceptions for teaching readiness?

Virtual Paper ID: 54330
  1. aaa
    Michael Spaulding
    University of Tennessee at Martin
  2. Louis Glover
    Prairie View A&M
  3. Elizabeth Stratton
    University of Tennessee at Martin

Abstract: This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into instructional strategies, based on InTASC (Interstate Teacher Assessment and Support Consortium) and CAEP (Council for the Accreditation of Educator Preparation). Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools, both web-based and desktop. Pre- and Post-tests measured their perceived readiness to integrate technology to determine any statistical differences between responses. The Wilcoxon Rank Sum statistical test showed p-values of less than 0.050 that indicated significant differences between participants' pre- and post-workshop responses. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.


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