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Preparing Technically Competent Student Teachers: A Three Year Study of Interventions and Experiences
Article

, Louisiana State University, United States ; , National Science Foundation, United States

Journal of Technology and Teacher Education Volume 7, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Although most universities are training preservice teachers to use technology, information on how student teachers incorporate technology into their teaching practices is sparse. This article describes the types of training and support preservice teachers received as part of a technology infusion initiative and then describes the experiences of four technically competent student teachers during their field placements to determine barriers, the kinds of support they gave and received, and their impact on students, cooperating teachers, and school sites in general. Several factors affected the quality of the student teachers' experiences. Most notable were: the availability of computers and Internet access in schools; the attitude and computer competency levels of cooperating teachers; and the attitude of school principals toward the use of technology in schools. This study provides insight into the circumstances and experiences necessary to produce technically competent teachers, the importance of meaningful field placements, and the conditions under which interns practice and hone their teaching skills.

Citation

Stuhlmann, J.M. & Taylor, H.G. (1999). Preparing Technically Competent Student Teachers: A Three Year Study of Interventions and Experiences. Journal of Technology and Teacher Education, 7(4), 333-350. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved January 20, 2020 from .

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