Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?
Anne T. Ottenbreit-Leftwich, Thomas A. Brush, Jesse Strycker, Susie Gronseth, Tiffany Roman, Serdar Abaci, Peter vanLeusen, Sungwon Shin, Wylie Easterling, Jonathan Plucker
Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teachers’ perspectives. A two-phase mixed-methods research design utilized surveys and multiple case studies (interviews, documents) to collect data from both teacher educators and practicing teachers. Findings indicate that teachers and teacher educators demonstrated similarities in their views regarding the use of technology for personal productivity, information presentation, and the access and use of electronic resources to support teaching and learning. Teacher educators and teachers differed with regard to their use of technology for communication, analysis of student data, documenting professional growth, and facilitating higher-order thinking skills. Recommendations for how teacher education programs can incorporate and address technology topics in order to increase relevance for teachers are discussed.
Ottenbreit-Leftwich, A.T., Brush, T.A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., vanLeusen, P., Shin, S., Easterling, W. & Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. Elsevier Ltd.
- Alignment (Education)
- Comparative Analysis
- Computer Uses in Education
- educational technology
- Knowledge Base for Teaching
- Mixed Methods Research
- preservice teacher education
- Relevance (Education)
- teacher attitudes
- Teacher Education Curriculum
- Teacher Education Programs
- Teacher Educators
- Teacher Surveys
- Teacher technology use
- teaching methods
- technology integration
- Technology Use
- thinking skills
Cited ByView References & Citations Map
Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course
Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303
Shelbie Witte & Amy Piotrowski, Florida State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2125–2128
Using Instructional Design Principles to Prepare College Instructors and Preservice Teachers to Integrate Technology into the Classroom
Gayle V. Davidson-Shivers, University of South Alabama, United States; Stephanie I. Hulon, University of Mobile, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1940–1945
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