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Using Technology as a Tool for Learning and Developing 21st Century Skills: an Examination of Technology Use by Pre-Service Teachers with their K-12 Students
Article

, Portland State University, United States

CITE Journal Volume 8, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program. The 5-year study addressed two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning? (b) To what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs? In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007). Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students. Approximately 50% of the work samples and reflections documented K-12 students’ use of technology in the areas of creativity and innovation, communication and collaboration, and research and information fluency. There is little evidence that K-12 students used technology to support critical thinking, problem solving, and decision-making.

Citation

Thieman, G. (2008). Using Technology as a Tool for Learning and Developing 21st Century Skills: an Examination of Technology Use by Pre-Service Teachers with their K-12 Students. Contemporary Issues in Technology and Teacher Education, 8(4), 342-366. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 19, 2019 from .

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Cited By

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  • A Year of Reflection: The More Things Change

    Mark Pearcy, Rider University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 360–385

  • Thinking through Design: Indirect Professional Development

    Stephanie Fisher & Jennifer Jenson, York University, Canada; Laura Mae Lindo, University of Prince Edward Island, Canada; Heather Lotherington, York University, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2439–2444

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