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Instructional strategies for integrating technology: Electronic journals and technology portfolios as facilitators for self-ef
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, , , University of Virginia

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

For most undergraduate teacher education students, technology skills begin and end at the basic survival skills of paper writing using a word processor and, perhaps, sending e-mail. Frequently, these students approach a required technology course feeling some fear or anxiety related to the more sophisticated use of computers. They often perceive themselves as novice technology users, discounting their own level of experience with word processing software and e-mail as a useful foundation for further skill development. Factors contributing to this are the preservice teachers’ insufficient experience with computers, their lack of understanding of how interactive technologies can easily be integrated into the curriculum, and little confidence in their abilities to acquire computer instruction (Hunt and Bohlin, 1991; Zelman, 1986). In addition, the enormous marketing hype that surrounds technology suggests that anyone less than a power-user is hopelessly unhip, a sensitive claim for most undergraduate students (Kovalchick, 1997).

Citation

Kovalchick, A., Milman, N.B. & Elizabeth, M. (1998). Instructional strategies for integrating technology: Electronic journals and technology portfolios as facilitators for self-ef. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 248-252). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from .

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