Abstract

Researchers and practitioners agree on the need for quality instructional technology experiences for preservice teacher education students (Wetzel, 1993; Davis, 1993; Smith, 1999). Even with increased levels of exposure to technology in teacher preparation programs, there is a need to increase proficiency in incorporating instructional technology throughout the curriculum. Very little research exists that support whether or not preservice students retain a significant amount of their acquired skills and strategies for integrating technology as they begin their careers. This study investigates transition (student/technology) from preservice teacher to practicing teacher and the technology strategies and skills that follow into practice (the classroom). Findings to be shared present a more comprehensive picture of the way in which technology embeds itself in the teaching practices and educational priorities of teachers.

Citation

Smith, S. & Colorado, J. (2003). Transitions: Instructional Technology Acquisition and Adaptation by Pre-Service and Practicing Teachers. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2213-2216). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2022 from https://www.learntechlib.org/primary/p/14180/.

© 2003 Association for the Advancement of Computing in Education (AACE)

Keywords

• Educational Technology
• pre-service teacher
• Preservice Teacher Education
• Students
• teacher preparation
• Teachers