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The Teacher as Designer of Instructional Technology: Summarizing over 10 years of teacher education to use technology
PROCEEDINGS

, Boston University School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The Teacher as Designer of Instructional Technology (TDIT) program focuses on improving teachers’ knowledge of technology and curriculum integration and common teaching practices. Delivered in the first year of a four-year undergraduate education program, previous findings showed a Cohen d effect size of 1.85 (p<0.001, n=228) on knowledge of technology and curriculum integration (Whittier, 2009). Use of the same survey instrument and consistent program organization allows combining findings over an 11-year period. Two paired t-tests showed significant differences (p<0.001, n=552) between the pre- and post-test. Preservice teachers reported increased knowledge of technology and curriculum integration competencies with a Cohen d effect size of 1.97(t/vn) and increased knowledge of common teaching practices with a Cohen d effect size of 1.73(t/vn). Additional study of graduating seniors (n=69) who completed student teaching found a 28% decline in knowledge of technology and curriculum.

Citation

Whittier, D. (2011). The Teacher as Designer of Instructional Technology: Summarizing over 10 years of teacher education to use technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2792-2797). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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