Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?
Carrie Lewis, Minnesota State University, United States
CITE Journal Volume 15, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Both preservice and inservice PK12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), into the curriculum. The data from a mixed-method study was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently.
Lewis, C. (2015). Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?. Contemporary Issues in Technology and Teacher Education, 15(2), 235-254. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2015 Society for Information Technology & Teacher Education
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Effective Instructional Technology Courses: Reflection on the changes implemented to Enhance Pre-service Teachers’ TPACK Knowledge
Esther Ntuli, Idaho State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2996–3001
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