From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction

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Authors

Dina Brown, Argosy University, United States ; Mark Warschauer, University of California, Irvine, United States

JTATE Volume 14, Number 3, July 2006 ISSN 1059-7069

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Abstract

This study employed qualitative and quantitative methodologies to investigate effective approaches to technology integration in teacher-preparation curriculum, incorporating credential coursework and field placements. The study emphasized collaborative efforts among colleges of education and K-12 districts, implementation of technological innovations within the context of the school reform, and the role of technology in cultivating students' higher-order learning faculties. The findings of the study revealed a peripheral role of technology in teacher preparation experience, insufficient students' exposure to technology integration, positive shift in student attitudes toward technology use, and the pivotal role of mentor teachers in technology integration at the field placement sites.

Citation

Brown, D. & Warschauer, M. (2006). From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction. Journal of Technology and Teacher Education, 14(3), 599-621. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 9, 2024 from https://www.learntechlib.org/p/5996.

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