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Survey of Instructional Technology Courses for Preservice Teachers
Article

, , Iowa State University, United States

Journal of Technology and Teacher Education Volume 8, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Most teacher preparation programs offer one course in which
preservice teachers are to develop their basic technology
skills. If innovative pedagogy is the goal (of technology use
in the classroom), the single instructional technology course
may not effectively prepare preservice teachers to meet this
goal. Knowledge of the format, content, and emphasis of the
formal technology instruction preservice teachers receive is
imperative for establishing technology expectations for fu-ture
teachers; furthermore, such knowledge will provide in-sight
into the status of instructional technology within
schools of education. The preparation of preservice teachers
to effectively use instructional technology is contingent, in
part, on the basic attitudes and skills preservice teachers de-velop
with regards to instructional technology. In this article
the results of a survey of instructional technology courses at
88 teacher preparation institutions are presented. Descriptive
statistics of the course format, content, and instructional em-phasis
are reported. Data analysis indicated that in the intro-ductory
instructional technology courses significantly more
emphasis was placed on integrating instructional technolo-gies
into the curriculum than on using technologies for
teacher productivity or personal use.

Citation

HSU, Y.S. & HARGRAVE, C.P. (2000). Survey of Instructional Technology Courses for Preservice Teachers. Journal of Technology and Teacher Education, 8(4), 303-314. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved April 24, 2019 from .

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