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Model Technology Classrooms—Navigating the Digital Edge
PROCEEDINGS

, , , , , Louisiana Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to investigate the technology use of teacher candidates (preservice teachers) and school clinical faculty (inservice teachers) who had access to the resources provided through a model technology classroom as defined by the state of Louisiana. Participants were given two surveys: 1) Technology Competence, and 2) Use of Software Applications. Both surveys used a 5-item Likert Scale. Findings indicate there was no statistically significant difference in terms of technology competence for teacher candidates or school clinical faculty, which suggests that both groups had a level of comfort with the technology they were exposed to at the start of the program. However, there was a statistically significant different found in terms of use of software applications. These results support the notion that it takes computer users some time to learn software and develop a comfort level with the software.

Citation

Kimbell-Lopez, K., Vessel, A., O'Connor, J., Porter-Lord, D. & Thomas, L. (2005). Model Technology Classrooms—Navigating the Digital Edge. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3969-3972). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 28, 2022 from .

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