An examination of elementary education coursework utilizing technology criteria to improve teacher candidate’s ability to plan and implement technology-integrated instruction
Abstract: This study seeks to examine the educator preparations provider's elementary education program coursework through the lens of technology standards and frameworks to improve teacher candidate's ability to plan, execute, and successfully deliver technology-integrated instruction. A crosswalk of four technology criteria was created to align and examine current course assignments in six courses required of all students in the elementary education program. These six courses occur over the entirety of the two-year program after admission. Then, faculty identified course assignments in the six courses seen as having a technology focus were placed on the crosswalk to determine how effectively the program was meeting ISTE-SE standards, the TPACK framework, the Arkansas K-6 Educator Competencies, and the Technology Integration Assessment Rubric. This crosswalk was then used to answer the following research questions: Research Question #1: To what extent are current course assignments meeting the ELED Technology Crosswalk? Research Question #2: To what extent can current course assignments be made more robust and rigorous at meeting the criteria on the adapted Technology Integration Assessment Rubric?