Pre-service Teachers’ Problem Solving Strategies: A Study of Online and On Campus Approaches
Sharon Peterson, Robert Leneway, Western Michigan University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This research study identifies the problem solving strategies pre-service teachers use in learning specific technology skills within an educational technology methods class which is offered both online and face to face. It also looks at how strategies used differ by the format of this course; and to what extent the type of problem solving strategies and/or course format correlate with the students’ expressed level of confidence and competence to integrate technology into their future classroom settings. A quantitative methodology is used to determine which factors influence perceived technology integration competence and confidence at the end of this technology methods course. Data is extracted from surveys of over 1,500 students who had taken the educational technology methods course during nineteen (19) different online and face to face semesters at Western Michigan University.
Peterson, S. & Leneway, R. (2010). Pre-service Teachers’ Problem Solving Strategies: A Study of Online and On Campus Approaches. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 290-299). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Administrative and Demographic Factors Related to Teacher’s Confidence and Competency in Using Technology
Robert Leneway, Warren Lacefield, David Lazala de la Rosa & Spencer Carr, Western Michigan University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1944–1951
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