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Transitions: Instructional Technology Acquisition and Adaptation by Pre-Service and Practicing Teachers
PROCEEDINGS

, , University of Kansas, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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 December 17, 2018 from .

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