Do teacher education courses influence pre-service teachers’ Educational Technology Competencies?— An investigation of pre-service teachers majored in Math Education in China
Ning Yang, School of Education, Fujian Normal University, China
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The pre-service teachers should be prepared to integrate educational technologies into the subject teaching. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The study centers on the impact of the teacher education courses on the students’ educational technology capacities that are based on “The Chinese K-12 teachers’Educational Technology Capacity Sstandard” and TPACK teacher knowledge framework. Building on the results of ANOVA test analysis, the study suggested that the current courses and practices related teachers’ technology has not given the students enough preparations for their technology integration knowledge. Research limitations are also showed at the end of this paper.
Yang, N. (2011). Do teacher education courses influence pre-service teachers’ Educational Technology Competencies?— An investigation of pre-service teachers majored in Math Education in China. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4435-4442). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from https://www.learntechlib.org/primary/p/37031/.
© 2011 Association for the Advancement of Computing in Education (AACE)
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