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UsingTechnology -based Teaching Strategies: Pre-service Teachers' Perceptions and Practices
PROCEEDINGS

, 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 study explored four pre-service teachers' integration of technology-based teaching strategies (TTS) during practise teaching. The extent to which the pre-service teachers integrated TTS in their teaching, their reasons for using TTS, and the factors impacting technology integration was explored. Qualitative research methods such as pre-and post interviews, classroom observations, journal reflections and lesson artefacts were used. Constant comparative analysis of data revealed that the four participants described themselves as fairly to very comfortable using technology, however, their use of TTS in teaching practice was limited and was impacted by the complex interactions of factors such as self-efficacy for technology integration, the school ethos, cooperating teachers' use of technology and time to prepare lessons. This study contributes to the debate on effective models of technology integration in teacher preparation programs.

Citation

Jaipal, K. (2006). UsingTechnology -based Teaching Strategies: Pre-service Teachers' Perceptions and Practices. 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. 1640-1645). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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