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The effects of integrating technology, observation and writing into a teacher education method course

Computers & Education Volume 50, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd


The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F=9.728, P<0.01, and F=16.88, P<0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.


Jang, S.J. (2008). The effects of integrating technology, observation and writing into a teacher education method course. Computers & Education, 50(3), 853-865. Elsevier Ltd. Retrieved June 5, 2023 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

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