The Impact of Classroom Technology Availability on Novice Teacher and Student Use
Nancy Dubinski Weber, Hersh C. Waxman, Texas A&M University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We used the T3 Overall Classroom Observations Measure to examine how the availability of technology in the secondary classroom affects: (1) novice teacher use of technology; (2) student use of technology; and (3) the overall quality of technology use in the novice teachers’ secondary classrooms. The results show that classrooms with high technology availability scored significantly higher than those with low- medium availability for student and overall use. Teacher use of technology may not be dependent on the availability of technology, as it does not follow the same pattern. All students, including those in teacher preparation programs, must be prepared for evolving social and professional demands. Teacher educators must strive to educate themselves about the role technology plays in classroom pedagogy and to share that knowledge with their teacher candidates to promote technology integration as a natural part of the teaching profession.
Weber, N.D. & Waxman, H.C. (2015). The Impact of Classroom Technology Availability on Novice Teacher and Student Use. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3500-3506). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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