A Catalyst for Change: Influencing Preservice Teacher Technology Proficiency

Brandi P. Evans ； Glenda A. Gunter

《教育資料與圖書館學》 41卷3期 (2004/03) Pp. 325-336

https://doi.org/10.6120/JoEMLS.200403_41(3).0004.RS.CE

並列摘要

To prepare future teachers for today's technology driven society, Colleges of Education must produce technology proficient teachers, which involves a change in the attitude of educators, increased access to technology rich K-12 schools, and creating positive attitudes on the part of preservice teachers. The purpose of this study was to determine whether or not preservice teachers received the training and support that is needed to gain technology proficiency. The sample for this study consisted of preservice teachers that were in the Internship II stage of their education degree program and had completed a technology training program during the Spring Semester of 2003. A survey was administrated to determine the preservice teachers' self-efficacy with respect to their technology proficiency. Careful analyses of the data led researchers to conclude that preservice teachers were being exposed to a variety of technology tools and applications in their content courses and field experiences; however, many of the preservice teachers felt they needed more technology preparation to equip them with the skills they need to integrate technology into their future classroom.

並列關鍵字

Educational technology ； Preservice teachers ； Self-efficacy ； Technology proficiency

參考文獻

ERIC Digests

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Technology and Teacher Education Annual