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A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes
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, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Pursuing an iterative process of design and assessment, this paper presents Phase 4 of a research project based on the design, develop, and assessment of a preservice secondary teacher technology education course. This phase examined the course’s impact on candidates’ knowledge and attitudes about technology. Quantitative data were collected using a pre and post questionnaire. The course positively impacted participants’ attitudes about technology use in instructional practice. The course did not result in changes in participants’ TK or TCK but did result in participants’ improved ability to consider and plan for technologies that would support their disciplinary content goals and positive learning outcomes for their students. Candidates’ responses endorsed the impact of the course on their thinking about technology and the teaching/learning process as well as the course’s ability to promote the established learning goals.

Citation

Hathaway, D. & Norton, P. (2016). A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 690-697). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

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