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The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology
PROCEEDINGS

, University of Tennessee at Martin, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Over $1 billion in federal funding has been spent on preservice and inservice teachers to better prepare them to effectively integrate technology into their instruction. Although these efforts have been positive, overall results still fall below expectations regarding the potential benefits of using technology in K-12 classrooms. Research efforts continue in an attempt to clearly identify and eliminate specific areas where problems exist from preservice teacher preparation to inservice teacher professional development. Consequently, this study investigated the self-reported technology skills of preservice (at the student-teacher level) and inservice teachers’ perceptions about technology integration and found that overall, preservice teachers were more confident than inservice teachers in their ability to complete tasks requiring basic computer skills, software skills, multimedia skills, Internet skills, advanced skills, and Integration skills.

Citation

Spaulding, M. (2010). The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2193-2202). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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