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Cooperating Teachers’ Perceptions and Practices of Technology Integration and its Impact on Pre-service Teachers
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, Brock University, Faculty of Education, Canada

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on a study of cooperating teachers' technology integration and its impact on pre-service teachers. A survey was administered to 150 cooperating teachers. Cooperating teachers were asked about their use of ICT in teaching practice and in relation to pre-service teachers' practice. Five cooperating teachers participated in pre-interviews and four in post-interviews. Findings indicated that of the 50 % of respondents who integrated word processing and the internet in teaching, 25 % transferred skills to their pre-service teachers through discussion and modeling. Less than 25% of teachers integrated and transferred skills related to presentation, desktop publishing, spreadsheet, grading and graphic software. Overall, low levels of ICT skills, low levels of integration and transfer, and the expectation that pre-service teachers act as ICT mentors, calls for a more sustained attempt at integrating ICT in teaching practice.

Citation

Jaipal, K. (2006). Cooperating Teachers’ Perceptions and Practices of Technology Integration and its Impact on Pre-service Teachers. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1634-1639). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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