How Should We Be Teaching Technology to Pre-Service Teachers?
Stephanie Michelle Wong, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In discussing the need to teach technology and technology integration to pre-service teachers, little research has been conducted around the specific instructional strategies and tactics that instructors use to teach technology procedures and concepts. This paper focuses on a theoretical framework around how instructors believe technology should be taught to pre-service teachers. A grounded theory was created around the instructional strategies participants felt were necessary for teaching technology. Results show that three categories formed the foundation of the grounded theory – presentation, practice, and application to real-life. Implications from the results of this study reveal that there is a greater need for the development of guidelines for pre-service technology instruction. By understanding what instructional strategies are used to teach technology, a more in-depth instructional design theory can be created to help instructors teach technology to pre-service teachers more effectively.
Wong, S.M. (2007). How Should We Be Teaching Technology to Pre-Service Teachers?. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3188-3193). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).