Exploring the Effectiveness of Two Models of Technology Integration
Stephen White, Debra Sprague, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This research study examined whether or not integrating technology throughout a sequence of teacher preparation courses was an effective model for ensuring that pre-service teachers graduate with the knowledge and skills needed to integrate technology in their own teaching. The central question addressed in this investigation was: Is there a significant difference between the level of concerns related to technology integration for preservice interns who enrolled in an introduction to technology course and preservice interns who were exposed to technology integrated throughout all of their teacher preparation courses? The results of this study show that preservice teachers still resist the use of technology as a learning tool even after models of technology use are integrated across all of their teacher education courses. However, the results also demonstrate a shift from the preservice teachers focusing on concerns about how technology will impact their role as teachers to concerns about technology's impact on their students' learning.
White, S. & Sprague, D. (2002). Exploring the Effectiveness of Two Models of Technology Integration. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2091-2095). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).