期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2018
卷号：7
期号：1
页码：70-86
DOI：10.14434/jotlt.v7i1.23492
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.
其他摘要：While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.
