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Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?
ARTICLE

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Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved October 15, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.01.014

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