The Impact of Project-Based Learning on Pre-Service Teachers’ Technology Attitudes and Skills ARTICLE
Curby Alexander, Texas Christian University, United States ; Gerald Knezek, Rhonda Christensen, Tandra Tyler-Wood, University of North Texas, United States ; Glen Bull, University of Virginia, United States
JCMST Volume 33, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Researchers in this study looked at the effect of content-specific, technology-rich project-based learning activities on EC-8 pre-service teachers’ competencies and skills, as well as pre-service teacher’s attitudes toward science, technology, engineering and mathematics (STEM). Researchers employed a quantitative design involving participants in two sections of a required technology integration class which served as part of a teacher preparation sequence. Data were collected using the STEM Semantic Survey, Technology Proficiency Self-Assessment questionnaire, and Stages of Adoption of Technology in Education questionnaire at the beginning and end of the Fall 2011 semester. The findings provide evidence of changes in attitudes and skills of the pre-service educators after participating in the course. A specific focus is explored on the emerging relationships between STEM dispositions and technology integration competencies. Applications of these findings and directions for future studies are discussed.
Alexander, C., Knezek, G., Christensen, R., Tyler-Wood, T. & Bull, G. (2014). The Impact of Project-Based Learning on Pre-Service Teachers’ Technology Attitudes and Skills. Journal of Computers in Mathematics and Science Teaching, 33(3), 257-282. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2018 from https://www.learntechlib.org/primary/p/112337/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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Injeong Jo, Texas State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 3 (2016) pp. 310–327
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