Abstract

This study examines pre-service teachers' technological, pedagogical and content knowledge and the relationships between the factors influencing the development of this knowledge. It concludes with a discussion about the major implications of these findings for the improvement of pre-service teacher education courses. The participants were pre-service students enrolled in teacher education programs in one Australian university in 2011. The findings suggest that more needs to be done to prepare pre-service teachers to use technology. Learning opportunities need to be created to develop students' personal levels of ICT proficiency and make explicit connections to the expectations of teachers described in the Australian Curriculum and the National Professional Standards for Teachers (Graduate Level). (Contains 2 tables.)

Citation

Sweeney, T. & Drummond, A. (2013). How Prepared Are Our Pre-Service Teachers to Integrate Technology? A Pilot Study. Australian Educational Computing, 27(3), 117-123. Retrieved August 6, 2024 from https://www.learntechlib.org/p/133308/.

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Keywords

• Correlation
• educational technology
• Foreign Countries
• Knowledge Level
• Likert Scales
• Online Surveys
• Pedagogical Content Knowledge
• Pilot Projects
• preservice teacher education
• preservice teachers
• standards
• technology integration