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Perceptions of Beginning Teacher Education Students regarding Educational Technology
ARTICLE

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Journal of Computing in Teacher Education Volume 22, Number 4, ISSN 1040-2454

Abstract

This study sought to identify the attitudes and perceptions of students in an introductory educational technology course situated within a teacher education program. Data were collected in the form of anonymous feedback throughout the semester. Findings included: students tended to enter the course with either a good deal of technology knowledge or with apprehension about using technology; students' thinking evolved from conceiving of technology in a generic classroom to a classroom in which they were the teacher; the majority of students had not experienced effective uses of technology in their previous courses; technologies incorporated into the course needed to be reflective of what was available in K-12 schools; and by the end of the semester, students demonstrated technical skills, pedagogical content knowledge, and significant motivation to integrate technology into their classroom.

Citation

Friedman, A. & Kajder, S. (2006). Perceptions of Beginning Teacher Education Students regarding Educational Technology. Journal of Computing in Teacher Education, 22(4), 147-151. Retrieved November 15, 2019 from .

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    Kristen Shand, California state University Fullerton, United States; Debra DeCastro Ambrosetti & Victoria Costa, California State University Fullerton, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2694–2702

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