期刊名称：Teaching/Writing: The Journal of Writing Teacher Education
出版年度：2015
卷号：4
期号：1
页码：8
出版社：Western Michigan University
摘要：The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and writing methods courses.
