International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Technology literacy
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11 items
1
With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs.
This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators.
A mixed-methods design was used to collect data at one of the national universities of education in South Korea.
The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other.
This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.
Published: 2021
Updated: Jun. 07, 2021
2
In this paper, the authors present what they believe to be important elements of action research (AR) that emerged from their final feedback sessions with 13 teacher candidates in their program as they prepared for the professional presentations.
They found that considering these feedback sessions as mediation spaces
(1) empowers teacher candidates to externalize and deepen personal understandings of their research through dialogical discourse with expert others, and
(2) negotiate their power and emerging practitioner researcher identities.
Published: 2020
Updated: Feb. 03, 2021
3
This study measured the current technology-competency levels of 242 special and general education teacher-candidates in teacher preparation programs through a self-assessment survey that was developed based on the ISTE Educator Standards.
The results show that teacher-candidates perceive that they have not yet reached a proficient level of technology-competency according to ISTE standards.
Special education teacher-candidates with team-teaching experience reported a significantly higher level of technology-competency than any other groups.
This paper provides insightful recommendations to teacher preparation institutes as to how they can reform their credential program curricula to support teacher-candidates in acquiring the technology competencies they need in the field of education.
Published: 2020
Updated: Feb. 03, 2021
4
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Published: 2015
Updated: Jan. 24, 2017
5
This article explores a teacher educator's observations of preservice teachers’ technological literacy as it is often enacted across iterations of a writing methods course. Using personal examples and classroom anecdotes, the author argues that the construct of digital native is flawed and, instead, the author positions preservice teachers as instructional-technology learners rather than instructional-technology experts. To this end, she positions technological-literacy learning as parallel to early language learning as well as second-language acquisition, suggesting that preservice teachers understand technology and digital products from behind the screen before they are expected to engage in instructional-technology strategies in front of the screen.
Published: 2015
Updated: Feb. 29, 2016
6
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Published: 2013
Updated: Mar. 30, 2015
7
This study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. Results showed that teachers increased their discussion of constructive pedagogical strategies and reduced the degree to which they focused on directed uses of technology. Overall, findings demonstrate teachers’ adoption of an online curriculum planning tool in a supported context can have important impacts on their instructional approaches.
Published: 2014
Updated: Feb. 17, 2015
8
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Published: 2012
Updated: Nov. 25, 2013
9
This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.
Published: 2011
Updated: May. 13, 2013
10
This paper identifies media literacy education as an essential framework for housing a sophisticated repertoire of knowledge, skills, and dispositions for 21st-century teacher preparation. This article illustrates the ways in which media literacy catalyzes essential knowledge, skills and dispositions by (1) contextualizing technological proficiency, (2) promoting pedagogical excellence, and (3) enacting democratic ideals.
Published: 2011
Updated: Jan. 14, 2013