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Technology in Elementary Teacher Preparation Programs: Traditional vs. Integrated Models
PROCEEDINGS

, ePals, Inc., United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate variations of two technology integration formats in elementary teacher preparation programs. Two program designs were identified in the research literature: 1) an integrated program design that infused technology across the program, and 2) a non-integrated program design. The following research question was explored. Is a teacher preparation program that is characterized by a more technology integrated environment, associated with: an increase in readiness and expertise to use technology for complex student projects, an increase in teacher proficiency with using technology, more student-centered instructional practices, an increased ability to locate resources and/or assistance for using technology, and a decreased perception of obstacles to technology use?

Citation

Stubbs, K. (2008). Technology in Elementary Teacher Preparation Programs: Traditional vs. Integrated Models. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3952-3959). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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