Learning/teaching technology in English Teacher Education: Findings from a national study.
Donna Pasternak, University of Wisconsin-Milwaukee, United States ; Heidi Hallman, University of Kansas, United States ; Samantha Caughlan, Independent Scholar, United States ; Laura Renzi, West Chester University of Pennsylvania, United States ; Leslie Rush, University of Wyoming, United States ; Hannah Meineke, University of Wisconsin-Milwaukee, United States
CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE)
This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, “As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?” This paper highlights the data and the findings from the self-administered questionnaire portion of the study concerned with technology use in the English language arts methods course.
Pasternak, D., Hallman, H., Caughlan, S., Renzi, L., Rush, L. & Meineke, H. (2016). Learning/teaching technology in English Teacher Education: Findings from a national study. Contemporary Issues in Technology and Teacher Education, 16(4), 373-387. Association for the Advancement of Computing in Education (AACE).
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