The Impact of a Teacher Education Program Redesign on Technology Integration in Elementary Preservice Teachers

Autor/inn/en	Trainin, Guy; Friedrich, Laurie; Deng, Qizhen
Titel	The Impact of a Teacher Education Program Redesign on Technology Integration in Elementary Preservice Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Teacher Education Programs; Technological Literacy; Pedagogical Content Knowledge; Technology Integration; Elementary School Teachers; Preservice Teachers; Structural Equation Models; Educational Change; Longitudinal Studies; Program Design; Self Efficacy; Teacher Attitudes; Teaching Methods; Modeling (Psychology); Educational Technology + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme design; Programmaufbau; Programmplanung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; Unterrichtsmedien
Abstract	This 5-year multicohort study examined the growth of elementary preservice teachers' technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers' technology integration in the classroom by increasing their efficacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] efficacy) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK efficacy, technology knowledge, and technology integration frequency, suggesting the possibility of increasing preservice teachers' technology integration through redesigning the teacher education program. Findings indicated that modeling by teacher educators and cooperating teachers positively impacted TPACK efficacy, technology knowledge, and technology integration frequency. Technology knowledge predicted technology integration frequency. TPACK efficacy empowered preservice teachers with confidence to integrate technology but did not predict technology integration frequency. Implications for teacher education programs are discussed. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01