Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?

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• 作者：Anne T. Ottenbreit-Leftwich ; ^{left@indiana.edu} ; Thomas A. Brush ; Jesse Strycker ; Susie Gronseth ; Tiffany Roman ; Serdar Abaci ; Peter vanLeusen ; Sungwon Shin ; Wylie Easterling ; Jonathan Plucker
• 关键词：Preservice teacher education ; Technology use ; Technology integration ; Teacher technology use
• 刊名：Computers and Education
• 出版年：2012
• 期刊代码：34_03601315
• 类别：cp
• 出版时间：September, 2012
• 卷：59
• 期：2
• 页码：399-411
• 文件大小：250 K

摘要

Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teachers鈥?perspectives. A two-phase mixed-methods research design utilized surveys and multiple case studies (interviews, documents) to collect data from both teacher educators and practicing teachers. Findings indicate that teachers and teacher educators demonstrated similarities in their views regarding the use of technology for personal productivity, information presentation, and the access and use of electronic resources to support teaching and learning. Teacher educators and teachers differed with regard to their use of technology for communication, analysis of student data, documenting professional growth, and facilitating higher-order thinking skills. Recommendations for how teacher education programs can incorporate and address technology topics in order to increase relevance for teachers are discussed.