Search results for: Hickman Torey

The authors compare the results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized Midwestern university to the account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. It was determined that the policies of the College as displayed through faculty perceptions and actions were producing students who were competent in the use of technology, but who were not then integrating technology during their student teaching at the level expected by the College.