You are here:

Teacher education faculty perspectives on technology infusion: Implications for schools and colleges of education
PROCEEDING

, Ball State University, United States ; , New Mexico State University, United States ; , National Louis University, United States ; , Arizona State University, United States ; , SUNY New Paltz, United States ; , University of Nebraska - Lincoln, United States ; , George Washington University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Technology infusion within teacher education programs is a complex process. Colleges and schools of education have been challenged to do more in order to prepare candidates to use technology effectively for learning and teaching; however, preparation programs face competing demands complicating efforts at infusion. Examining one population that can impact technology infusion, researchers conducted a Q study to better understand teacher education faculty perspectives about technology infusion. Results of a multi-institutional Q study identified several areas that can inform administrators, educational technology specialists, and other faculty as they work toward greater infusion throughout teacher preparation. This presentation will share results of the Q study and provide additional perspectives related to specific challenges identified and investigated by the panelists.

Citation

Clausen, J., Rutledge, D., Borthwick, A., Foulger, T., Green, K., Trainin, G. & Milman, N. (2020). Teacher education faculty perspectives on technology infusion: Implications for schools and colleges of education. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 917-921). Online: Association for the Advancement of Computing in Education (AACE). Retrieved October 27, 2020 from .