Educational technology: Experiences, attitudes, and expectations of preservice teacher candidates
Leslie Vanessa Nanasy, California State University, Long Beach, United States
California State University, Long Beach . Awarded
As our world transitions from an industrial era into a computerized society, students need to learn about modern technology in order to effectively function in school and in the workplace. Teachers need to be competent in demonstrating various technological applications for the benefit of their students growing up in a computerized world. Effectively integrating the new technology into the classroom can be the biggest challenge.
This research examined the educational technology experiences, attitudes, and expectations of preservice teacher candidates preparing to teach at the middle and high school level. A survey questionnaire was administered to gather information about computer usage levels, teaching competencies, comfort levels, and future expectations of preservice teachers taking credential courses at a large urban university. This descriptive study found the majority of preservice teachers believed educational technology will improve the quality of their students' education, felt comfortable using computers with students, and planned to use technology in the classroom when they begin teaching. While most of the preservice teachers agreed their teacher preparation courses were providing enough information about integrating educational technology into the classroom, a significant amount stated they were not receiving enough information about technology.
Results of this study will provide information about preservice teachers and their experiences with educational technology. Teacher preparation programs can refer to the survey results and research from this study when planning their strategies for incorporating effective uses of technology into their teacher education courses.
Nanasy, L.V. Educational technology: Experiences, attitudes, and expectations of preservice teacher candidates. Master's thesis, California State University, Long Beach.
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