Teacher Preparation Programs and Technology Integration: Best Practices for Curriculum Design

Heidi L Schnackenberg; George  Still III

doi:10.18488/journal.61/2014.2.7/61.7.147.158

Authors

Heidi L Schnackenberg Department of Masters of Science in Education, State University of New York at Plattsburgh
George Still III Division of Education, Health, and Human Services, State University of New York at Plattsburgh

DOI:

https://doi.org/10.18488/journal.61/2014.2.7/61.7.147.158

Abstract

Differences in teacher preparation program design were investigated by researching conceptions of technology integration for pre-service teachers in both undergraduate and graduate programs. Participants responded to surveys regarding their technology skills and ideas about technology integration both at the beginning of their program coursework and after completing the technology requirement of their degree program. Responses were analyzed by program and graduate/undergraduate status in order to assess the impact of stand-alone courses verses an integrated model, and also to investigate changes in all students’ dispositions regarding technology.

Keywords:

Learning difficulties, Multiple representations-based instruction, Physics concepts, Action research, Problem-solving strategy, Intrinsic purpose of learning