Preparing Teachers to Integrate Technology into K–12 Instruction II: Examining the Effects of Technology-Infused Methods Courses and Student Teaching

Ray Buss, Teresa Foulger, Keith Wetzel, Lee Ann Lindsey

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates' understanding of various Technological Pedagogical Content Knowledge (TPACK) indicators associated with TI. Candidates' TPACK scores increased between the beginning of their teacher preparation courses and their student teaching experience; within-subject effect sizes were large; and data exhibited linear and cubic trends. Qualitative data were complementary exhibiting continued TI growth and application of TI to course and student teaching efforts in the classroom. Results suggest the new, technology-infused courses and student teaching are effective in fostering TPACK development and TI skills among teacher candidates. (Keywords: technology-infused methods courses, technology integration, teacher candidates, TPACK).

Original languageEnglish (US)
Pages (from-to)134-150
Number of pages17
JournalJournal of Digital Learning in Teacher Education
Volume34
Issue number3
DOIs
StatePublished - Jul 3 2018

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effects of technology
Teaching
Students
instruction
teacher
candidacy
student
new technology
longitudinal study
classroom

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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