best dating sites in india - Validating a measure of teacher technology integration
In-service Teachers Many researchers have indicated that a major part of preparing preservice teachers to integrate technology is to have in-service teachers who actually use technology as part of their instructional practices.
However, when examining in-service teachers’ perceived confidence to use technology and their reported technology integration levels, the results are mixed.
While research shows that preservice teachers need proper training to be prepared to integrate technology into their classrooms, the means by which college and university teacher preparation programs do this varies depending on the program.
Introduction There is a general belief that technology use by K-12 students will result in overall gains in student achievement and better preparation of students for future careers in a digital society. Although positive trends have emerged from these initiatives, the overall results still fall below general expectations regarding the potential benefits of using technology in K-12 classrooms (U. In order to address a portion of this problem, this study investigated the self-reported technology skills of preservice (at the student-teacher level) and in-service teachers’ perceptions about technology integration based on the level of those perceived skills in order to determine possible differences that might influence technology integration efforts.
As a result, over $1 billion in federal funding has been spent on preservice and in-service teachers to better prepare them to effectively integrate technology into their instruction (U. Preservice Teachers One area of ongoing concern with many colleges and universities is how to properly provide preservice teachers with the technology usage skills needed to integrate technology into the classroom. The program, which started in 1999, provided over $275 million in funding to teacher education programs across the United States in an effort to prepare preservice teachers to properly use technology in their classrooms.
For example, Wepner and Tao (2002) conducted a qualitative study in which they interviewed four elementary teachers and observed their classrooms to determine their use of technology and their perceptions regarding successful integration practices.
They found that according to the teachers, integrating technology into classroom instruction required more planning time and the willingness and ability to shift from a teacher-centered to a student-centered approach.
This is especially true for negative perceptions that they may have that may hinder their integration efforts.