Using Technology as a Tool for Learning and Developing 21st Century Citizenship Skills: An Examination of the NETS and Technology Use by Preservice Teachers With Their K-12 Students

Published: 
Dec. 18, 2008

Source: Contemporary Issues in Technology and Teacher Education, 8(4), 342-366.

This longitudinal 5-year study explored work samples and reflections of elementary and secondary preservice teachers in a graduate teacher education program. The study addressed two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning? (b) To what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs?

Participants and Settings

The 223 preservice teachers participated in this study. They were students in a four quarter graduate teacher education program at a major university in the Pacific Northwest. The program used a cohort model, and the teachers in this study participated in three elementary (preK-6) and five secondary (7-12) cohorts between June 2002 and June 2007. Data from 88 elementary and 135 secondary teachers were included in this study. Secondary cohorts included preservice teachers seeking endorsements in a variety of subjects, including language arts (49), social studies (29), foreign languages (19), music (11), art (8), health (4), business education (4), science (4), drama (3), and mathematics (2).

The data included (a) 344 work samples collected from 223 preservice teachers and (b) 151 final reflections from preservice teachers. The data were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007).
Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students. Approximately 50% of the work samples and reflections documented K-12 students’ use of technology in the areas of creativity and innovation, communication and collaboration, and research and information fluency. There is little evidence that K-12 students used technology to support critical thinking, problem solving, and decision-making.

References
International Society for Technology in Education. (2000) National educational
technology standards and performance indicators for teachers.

International Society for Technology in Education. (2007). National educational
technology standards for students: The next generation.

Updated: May. 04, 2009
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