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First Year Teacher’s Technology Use: Three Perspectives
PROCEEDINGS

, , , University of Colorado at Denver, United States ; , Denver Public Schools, United States ; , Community College of Denver, United States ; , University of Colorado at Denver, United States ; , Douglas County Schools, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers play a major role in making effective use of technology in education and preparing students for the future. Preparing teachers to integrate technology into their classrooms and providing them with the essential tools, skills, and dispositions to integrate technology has become a priority. The purpose of this study was to identify which essential conditions were most critical to first year teachers' use of technology. This poster will show the methodology used to collect data and the research that supports the three lenses used to examine the data. The results of three different analyses will be depicted, along with the conclusions and implications for teacher and principal preparation.

Citation

Duffield, J., Raymond, M., AlTenaiji, N., Cooper, B., Cornish, S., DiPalma, G. & Hurley, J. (2004). First Year Teacher’s Technology Use: Three Perspectives. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 894-899). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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