CITE Journal Volume 18, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers’ technology integration in the classroom by increasing their efficacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] efficacy) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK efficacy, technology knowledge, and technology integration frequency, suggesting the possibility of increasing preservice teachers’ technology integration through redesigning the teacher education program. Findings indicated that modeling by teacher educators and cooperating teachers positively impacted TPACK efficacy, technology knowledge, and technology integration frequency. Technology knowledge predicted technology integration frequency. TPACK efficacy empowered preservice teachers with confidence to integrate technology but did not predict technology integration frequency. Implications for teacher education programs are discussed.
Trainin, G., Friedrich, L. & Deng, Q. (2018). The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study. Contemporary Issues in Technology and Teacher Education, 18(4), 692-721. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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