You are here:

Technological Modeling: Faculty Use of Technologies in Preservice Teacher Education from 2004 to 2012

, , , University of Texas at Austin, United States

CITE Journal Volume 16, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


This 7-year, cross-sectional study of a 1:1 laptop teacher preparatory program in the United States examined the nature and change in faculty technological modeling. Using survey methods, preservice teachers (n = 932) reported their faculty’s use of technological activities in coursework. Through descriptive statistics, chi-square tests, and qualitative analysis, researchers found change in the number of faculty members incorporating presentation, word processing, email, learning management systems, and digital video activities in coursework. Emergent activities with low but increasing use included digital audio, social networking, text messaging, and blog activities. Less widely reported activities included social bookmarking, desktop publishing, webpage creation, and games. Overall results indicated all students did not report similar faculty technological modeling, which also meant that students had divergent technological experiences from which to base their future teaching. The discussion outlines an expansion of educational technology integration across teacher education methods/content courses to increase systematic and contemporary coverage of technological advancements in education through codeveloped curriculum and coteaching by educational technology and teacher education faculty.


Hughes, J.E., Liu, S. & Lim, M. (2016). Technological Modeling: Faculty Use of Technologies in Preservice Teacher Education from 2004 to 2012. Contemporary Issues in Technology and Teacher Education, 16(2), 184-207. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 25, 2019 from .

View References & Citations Map


  1. Albee, J. (2003). A study of preservice teachers’ technology skill preparedness and examples of how it can be increased. Journal of Technology and Teacher Education, 11(1), 53-71.
  2. Association of Mathematics Teacher Educators. (2006). AMTE technology position statement: Preparing teachers to use technology to enhance the learning of mathematics. Retrieved from
  3. Bolick, C.M., Berson, M.J., Friedman, A.M., & Porfeli, E.J. (2007). Diffusion of technology integration in the preservice social studies experience: Results from a national survey. Theory and Research in Social Education, 35(2), 174-195.
  4. Borko, H., & Putman, R.T. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology. New York, NY: Macmillan.
  5. Boulton, H., & Hramiak, A. (2013). Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: Identifying the barriers beyond pre-service training. Technology Pedagogy and Education, 23(2), 151-165.
  6. Cervetti, G., Damico, J., & Pearson, P.D. (2007). Multiple literacies, new literacies, and teacher education. Theory Into Practice, 45(4), 378-386.
  7. Collier, S., Foley, B., Moguel, D., & Barnard, I. (2013). Write for your life: Developing digital literacies and writing pedagogy in teacher education. Contemporary Issues in Technology and Teacher Education, 13(3), 262-284. Retrieved from
  8. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  9. Darling-Hammond, L., Meyerson, D., LaPointe, M., & Orr, M.T. (2009). Preparing
  10. Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342-361.
  11. Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 697-705). New York,
  12. Figg, C., & Jamani, K.J. (2011). Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers. Australasian Journal of Educational Technology, 27(7), 1227-1246.
  13. French, K., Read, M., Price-Dennis, D., Yoon, H., Rodriguez, H., Hughes, J.E., & Pazey, B. (2012) Exploring tablet computing in teacher education: The UT COE iPad working group. In P. Resta (Ed.), Proceedings of Society for Information Technology& Teacher Education International Conference 2012 (pp. 2799-2801). Chesapeake, VA: Association
  14. Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
  15. Gray, L., Thomas, N., & Lewis, L. (2010). Teachers' use of educational technology in U.S. Public schools: 2009 (NCES 2010-040). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  16. Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239-262.
  17. Hsu, P.-S. (2012). Examining the impact of educational technology courses on pre-service teachers' development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213. Doi:10.1080/10476210.2011.622041
  18. Hughes, J.E. (2013). Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 493-518.
  19. Hughes, J.E., Gonzales, G., Wen, Y., & Yoon, H. (2012). The iron grip of productivity software within teacher preparation. In D. Polly, C. Mims, & K. Persichitte
  20. International Society for Technology in Education. (2008). ISTE standards for teachers. Eugene, OR: Author.
  21. Jackson, T. (2012). Ways to mentor methods' faculty integration of technologies in their courses. In D. Polly, C. Mims, & K.A. Persichitte (Eds.), Developing technology-rich Contemporary Issues in Technology and Teacher Education, 16(2) teacher education programs: Key issues (pp. 519-534). Hershey, PA: Information
  22. Kay, R. (2007). The impact of preservice teachers' emotions on computer use: A formative analysis. Journal of Educational Computing Research, 36(4), 455-479.
  23. Krueger, K. (2013). 'Connected educators' spur connected learning. ESchool News, 16(9), 45.
  24. Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer and teaching: The impact of a single technology course on preservice teachers’ computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385-410.
  25. Leu, D.J., Kinzer, C.K., Coiro, J., Castek, J., & Henry, L.A. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D.E. Alvermann, N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 1150-1181). Newark, DE: International Reading Association.
  26. Lortie, D. (1975). Schoolteacher. Chicago, IL: University of Chicago Press.
  27. Mayo, N.B., Kajs, L.T., & Tanguma, J. (2005). Longitudinal study of technology training to prepare future teachers. Educational Research Quarterly, 29(1), 3-15.
  28. Meyer, K.A., & Xu, Y.J. (2007). A Bayesian analysis of the institutional and individual factors influencing faculty technology use. Internet and Higher Education, 10(3), 184195.
  29. Mills, M. (2014). Effect of faculty member’s use of Twitter as informal professional development during a preservice teacher internship. Contemporary Issues in Technology and Teacher Education, 14(4), 451-467. Retrieved from Vol14/iss4/currentpractice/article1.cfm
  30. Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Retrieved from ERIC database. (ED428072)
  31. National Council for Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: Author. National Council for the Social Studies. (2009). Media literacy: A position statement of National Council for the Social Studies. Retrieved from Positions/medialiteracy
  32. National Council of Teachers for Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  33. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  34. Nussbaum-Beach, S., & Hall, L.R. (2012). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree Press.
  35. Oliver, K. (2007). Design and development of a faculty technology practices directory. Educause Quarterly, 30(4), 38-47.
  36. Polly, D., Mims, C., Shepherd, C.E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
  37. Richardson, W. (2010). Blogs, wikis, podcasts and other powerful web tools for classrooms (3rd ed.). London, UK: Sage.
  38. Rogers, E.M. (2003). Diffusion of innovations. New York, NY: The Free Press.
  39. Rosaen, C. & Florio-Ruane, S. (2008). The metaphors by which we teach: Experience, metaphor, and culture in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, &
  40. Salaway, G., Caruso, J.B., Nelson, M.R., & Ellison, N.B. (2008). The ECAR study of undergraduate students and information technology. Retrieved from the Educause website:
  41. Salinas, C., Bellows, M.E., & Liaw, H.L. (2011). Preservice social studies teachers’ historical thinking and digitized primary sources: What they use and why. Contemporary Issues in Technology and Teacher Education, 11(2), 184-204. Retrieved from
  42. Schrum, L., Skeele, R., & Grant, M. (2002). One college of education's effort to infuse technology: A systemic approach to revisioning teaching and learning. Journal of Research on Technology in Education, 35(2), 256-271.
  43. Schulten, K. (2013, October 1). What 'connected education' looks like: 28 examples from teachers all over. The New York Times. Retrieved from
  44. Selwyn, N. (2011). Schools and schooling in the digital age: A critical analysis. Hoboken, NJ: Routledge. Contemporary Issues in Technology and Teacher Education, 16(2)
  45. Spotts, T. (1999). Discriminating factors in faculty use of instructional technology in higher education. Educational Technology& Society, 2(4), 92–99.
  46. Teclehaimanot, B., & Lamb, A. (2005). Technology-rich faculty development for teacher educators: The evolution of a program. Contemporary Issues in Technology& Teacher Education, 5(3/4), 330-344.
  47. Wegner, E. (1998). Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press.
  48. Willis, J., & Mehlinger, H.D. (1996). Information technology and teacher education. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 978-1029). New York, NY: Simon& Schuster Macmillan.
  49. Wilson, E.K. (2003). Preservice secondary social studies teachers and technology integration: What do they think and do in their field experiences? Journal of Computing in Teacher Education, 20(1), 29-39.
  50. Yilmazel-Sahin, Y., & Oxford, R.L. (2010). A comparative analysis of teacher education faculty development models for technology integration. Journal of Technology and Teacher Education, 18(4), 693-720.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. When Physical Education Meet Technology: Responding to Technological Needs of Teaching Physical Education

    Sa Liu, Xiaolu Liu, Rulan Shangguan, Mihyun Lim & Keating Xiaofen, University of Texas at Austin, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2084–2090

  2. Using Personal Science Story Podcasts to Reflect on Language and Connections to Science

    Jennifer Kreps Frisch, University of Minnesota Duluth, United States; Neporcha Cone & Brendan Callahan, Kennesaw State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 205–228

  3. Enhancement or Transformation? A Case Study of Preservice Teachers’ Use of Instructional Technology

    Todd Cherner, Portland State University, United States; Kristal Curry, Coastal Carolina University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 268–290

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact