Examining Doctoral Students’ Formal and Informal Technology Education
PROCEEDINGS
Debra R Sprague, Melissa Pierczynski, Theresa Wills, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Research has shown that the best way to have teachers learn to integrate technology into their classrooms is to have it modeled by faculty in their teacher preparation program. In order for this to happen, doctoral students need to learn how to integrate technology into the teacher education courses. This research is designed to examine how doctoral students learn to use technology and how they are being taught to integrate technology into teacher education. Twenty-four doctoral students and five teacher educators participated. Results indicate that the majority of the doctoral participants were self-taught and had little to no formal education on ways to integrate technology.
Citation
Sprague, D.R., Pierczynski, M. & Wills, T. (2013). Examining Doctoral Students’ Formal and Informal Technology Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1435-1440). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 9, 2021 from https://www.learntechlib.org/primary/p/48327/.
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Expanding PhD Students Knowledge-Base: Skyping with the Experts
Debra Sprague, Susan Groundwater, Thomas Opfer, Ronald Shultz & Tina St. Pierre, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1062–1068
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