Preservice Teachers' Use of Technology in Elementary Classrooms During Year-Long Junior Mentoring Field Experiences
Paulette Stefanick, Debbie VanOverbeke, Southwest Minnesota State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This study investigated preservice teachers’ use of technology in elementary classrooms during a year-long Junior Mentoring field experience. Preservice teachers (n = 38) answered survey questions regarding the technology available in schools, whether the preservice teachers used the technology, levels of technology expertise, ideas for incorporating technology into lessons, and types of professional development needed. Responses indicated SMART Boards, SMART Notebook, Internet, Web 2.0 Applications, and Microsoft Office were the most available and widely used. Results revealed moderate to high levels of perceived expertise with technology used. Few specific ideas for incorporating technology into future lessons emerged; instead preservice teachers listed a preferred technology device. Of the 38 preservice teachers, 26 cited the need for additional technology training, and 11 wanted more experience/time using technology. Implications for technology use in Junior Mentoring field experiences and methods courses are discussed.
Stefanick, P. & VanOverbeke, D. (2013). Preservice Teachers' Use of Technology in Elementary Classrooms During Year-Long Junior Mentoring Field Experiences. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5096-5103). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).