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Re-envisioning an Educational Technology Course for the 21st Century
PROCEEDINGS

, The University of Toledo, United States ; , Keene State College, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of re-envisioning an educational technology course with a focus on 21st century skills rather than technical development that characterized the last two decades. The variables of gender, year of college, prior exposure to K-16 modeling, and prior use of technology were examined for their influence on preservice teachers’ attitudes, perceptions of the usefulness of technology in the classroom, perceived ability to integrate technology, and computer skills. Exposure to technology modeling significantly, negatively correlated to computer anxiety, but positively correlated to students’ propensity to like computers and their perception of the usefulness of computers for classroom learning. After taking the course, preservice teachers’ computer anxiety was reduced, their perception of technology’s usefulness was increased, and their computers skills increased suggesting some degree of effectiveness in transitioning efforts.

Citation

Lambert, J. & Gong, Y. (2009). Re-envisioning an Educational Technology Course for the 21st Century. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3459-3466). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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