摘要：In order to better prepare pre-service teachers to teach with technology, the purpose of this qualitative study was to investigate the current practices and barriers in technology preparation at seven Lebanese education programs. The study used in-depth interviews, document analysis and examination of artifacts to investigate the conditions met, strategies adopted, approaches integrated and content goals pursued within the broader context of a representative sample of Lebanese universities. The participants were seven university lecturers who were responsible for pre-service teachers’ educational technology preparation. Findings revealed inconsistent technology integration across the programs. A number of factors hindered a systematic implementation of technology integration, including insufficient training, combined strategies, technology access, shared vision, mastery and vicarious experiences, faculty development, focus on content area or grade level, and ongoing assessment. The paper outlines the implications for teacher preparation programs and offers suggestions for the better preparation of pre-service teachers.
其他摘要：In order to better prepare pre-service teachers to teach with technology, the purpose of this qualitative study was to investigate the current practices and barriers in technology preparation at seven Lebanese education programs. The study used in-depth interviews, document analysis and examination of artifacts to investigate the conditions met, strategies adopted, approaches integrated and content goals pursued within the broader context of a representative sample of Lebanese universities. The participants were seven university lecturers who were responsible for pre-service teachers’ educational technology preparation. Findings revealed inconsistent technology integration across the programs. A number of factors hindered a systematic implementation of technology integration, including insufficient training, combined strategies, technology access, shared vision, mastery and vicarious experiences, faculty development, focus on content area or grade level, and ongoing assessment. The paper outlines the implications for teacher preparation programs and offers suggestions for the better preparation of pre-service teachers.
